| Priority | 1: | Managing | Transitions | | for | Life | | | | | |
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| We Will | | | | | Action | | | Outcomes / Outputs Expected | Measure | By Whom | Review Date | Update |
| Ensure transitions are well-planned and person-centred for children moving from one phase of education to another. | | | | | Develop integrated processes that will support the transition for children and young people between services | | | CYP and Parent Carers will have a seamless experience and feel less “passed pillar to post” | % of CYP that successfully transition Case studies from services on successful transition | All Partners | April 2025 | |
| | | | | TESSA & Outreach offer to incorporate support for transitions | | | CYP that successfully transition to next stage and remain at the provision | % of CYP that successfully transition | Local Authority/ Rectory Primary/Mill Green | December 2024 | |
| | | | | Review information and advice for children and their families on the local offer to support transition through life. | | | CYP are well prepared and successfully transition | Feedback on the local offer | Local Authority | December 2024 | |
| | | | | Multi Agency Next Steps Conference to aid transition from early years settings. Let’s get Ready for Nursery universal provision embedded in the Family Hubs | | | CYP are well prepared and successfully transition | % of CYP that successfully transition Engagement of all partners | Local Authority/ MerseyCare/ Cheshire Wirral Partnership NHS Trust | June 2025 | |
| Increase employment and training opportunities for young people and adults with SEND | | | | | Work with Greater Merseyside Local Provider Federation to develop a model of supportive/inclusive apprenticeships. | | | Increase in the numbers of young people accessing local provision | No. of young people accessing local provision | Local Authority/ Colleges | April 2025 | |
| | | | | Work collaboratively with Parents and Education providers to enhance provision for young people with complex needs. | | | Increase in the numbers of young people accessing local provision. | No’s of young people accessing local provision | Local Authority/Post 16 settings/Listen 4 Change | June 2025 | |
| Continue to deliver and expand the St Helens Supported Internship Programme Develop bespoke recruitment pathways for young people with SEND | Standardised offer for all providers Increase in young people in EET | % young people with positive outcomes ie paid employment/volunteering | Local Authority/St Helens College All partners | April 2025 |
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| Partnership with Whitbread to develop employer led pre supported internships | More young people can access a supported internship. | No. Young people accessing opportunities No. Job Coaches trained | Local Authority/Carmel College/St Helens College/Mill Green | September 2025 |
| Promote the offer of Annual Health checks, and ensuring these reach all young people aged 14 – 25 with | Improve ways in which partners could promote Annual Health Checks when meeting with young people aged 14-25. | More young people receive their Annual Health Check | No. / % uptake of Annual Health Checks in 14–25year-olds | St Helens ICB / All Partners | Jan 25 – Promotion / June 25 – Outturn |
| All partners use Social Media platforms to highlight Annual Health Checks | More young people receive their Annual Health Check | No. / % uptake of Annual Health Checks in 14–25year-olds | St Helens ICB / All Partners | Jan 25 – Promotion / June 25 – Outturn |
| Promote independent travel training/ curriculums | Targeted travel training for children attending the Medical & Complex Needs Provision (Launchpad) | More young people feeling confident to independently access public transport | Increase in attendance, independence and development of social skills | Alternative Provision (Launchpad) | January 2025 |
| Proactive engagement with children and young people and their families re offer ITT | More young people feeling confident to independently access public transport | Increase in attendance, independence and development of social skills | Local Authority/Big Chat groups/Listen4Cha nge/Schools and Colleges | January 2025 |
| Work with young people to codesign the Local Offer website and printed materials to explain preparing for adulthood pathways | Young Inspectors to lead on the development of the children’s section of the Local Offer | Young people receive high quality information, advice, and guidance, in line with the Gatsby benchmarks | Increased / consistent hits on Local Offer webpages. | Young Inspectors/Local Authority/partners | December 2024 |
| Ensure Education, Health and Care plans reflect Preparation for Adulthood outcomes. | Update and re-issue the EHCP Toolkit Guidance | Young people are well prepared for adulthood. | Evidenced through Quality Assurance audits | Local Authority/ICB | July 2025 |
| Social Care Transition team to develop Social Workers | Young people and their parents and carers tell us they are receiving timely | Social care teams report improved knowledge and understanding | Local Authority | October 2024 |
| understanding around EHCP measures | advice and guidance as they move into adulthood | | | |
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| EHCP review meetings reflect transition to adult social care and relevance of social care provision in meeting outcomes. | There is good joined up working with the Children's and Transitions Team who attend the ECHP Annual reviews Any formal social care support in place is working towards the outcomes as detailed within the social care plan. | All CYP assessed in a timely way and adult provision is in place at 18 years QA audits evidence that assessed needs within the EHCP and outcomes are included within the social care support plans where appropriate. | Local Authority | October 2024 |
| Pilot coproduced vocational profile | Person-centred, comprehensive vocational profiling is carried out during key stage 4. | No’s of young people accessing local provision | Carmel College/Local Authority | January 2025 |
| Further develop relationships and resources with DWP to help families and professionals navigate the benefit system and understand the legal Aspects of EHCPs. | More young people with SEND transition into education, employment or training Families understand the positive impact of employment for young people with SEND. | % of CYP that successfully transition into Further Education % CYP with SEND NEET | Local Authority/DWP | April 2025 |
| Priority 2: Developing a curriculum for success | | | | | | |
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| We Will | Action | Outcomes / Outputs Expected | Measure | By Whom | Review Date | Update |
| Focus on our three obsessions – attendance, inclusion, and wellbeing | Promote good practice in attendance through the St Helens Attendance Quality Mark | Increase in the % pupils attending school Reduction in pupils persistently or severely absent | % attendance for pupils with SEND % suspensions or permanently excluded for pupils with SEND No. Schools achieving Quality Mark | Education settings/Local Authority | March 2025 | |
| Deliver Inclusive Culture Leaders’ Programme x 12 schools | Every voice in school is heard through restorative approaches. | Soft data and factual data. Including attendance/ suspension/referrals to children’s services | Education settings/Local Authority | March 2025 | |
| | | Feedback from headteachers Feedback from pupils through pupil voice surveys and questionnaires | | |
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| Continue to embed the whole school approach and ensure School Leads link up with MHST to further support this agenda individual to each school | Better understanding of MH amongst education staff / CYP / Parent Carers. CYP are more resilient, quicker access to support and improved wellbeing | No. / % Education settings undertake Whole School Approach (WHA) audit Increase in the % of schools with a WSA Ofsted Inspections recognising MH WSA in reports. | MerseyCare Mental Health Support Team | June 2025 |
| Continue to ensure School Leads link up with Emotional Health Wellbeing Nurse and/or School Nurse | SMHLs and education staff are well aware of the School Nurse support through promotion of offer Improved wellbeing of CYP | Increase number / % of uptake of School Nurse offer | Cheshire and Wirral NHS Partnership | June 2025 |
| Develop and deliver training packages to schools focused on the three obsessions | Increased knowledge and understanding of effective interventions that support attendance, wellbeing and inclusion amongst education staff. | % uptake from schools Positive feedback from schools > 80% rating training as 4+ (1-5 scale) | Local Authority | July 2025 |
| Expand the continuum of provision to support young people that will better meet their needs to be successful in their local or setting | Increase sufficiency of specialist placements for children and young people with SLCN, ASD and those with social, emotional and mental health needs in Borough. | Pupils with SLCN, ASD and SEMH are supported to be successful in their local setting. | % attendance for pupils with SEND Number Section I appeals % pupils with EHCP attending mainstream. No. Pupils placed out of borough. | Education settings/Local Authority | October 2024 and quarterly |
| Expand range of Resourced Provisions and Specialist Units for pupils with ASD, SEMH and medical needs | Pupils with ASD, SEMH and medical needs are supported to be successful in a mainstream setting | % pupils with ASD, SEMH or medical conditions educated in mainstream school resourced provision | Local Authority | As per capital investment plan |
| Increase the capacity of mainstream schooling to meet the needs of pupils with neuro-development conditions | Delivery of the Autism in Schools project phase 1 and 2 | Children with ASD have their needs met within mainstream schools. | % pupils with autism educated in mainstream schools No. Pupils placed out of borough Number of schools accessing AiS training No./% of school staff trained No./% of senior leads trained. | Local Authority and Schools | January 2025, |
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| Delivery of ‘ND and Me’ coaching sessions in all mainstream secondary schools during 24/25 academic year. | Improvement in parental confidence in the mainstream secondary support offer for children who are neurodiverse. | % attendance for pupils in mainstream who are neurodiverse. Number Section 19 requests. | Advanced Solutions, Local Authority and ICB | January 2025 |
| Delivery of Partners in Inclusion of Neurodiversity across 6 schools | Improvement in parental confidence in the mainstream offer for children who are neurodiverse. | % pupils with autism or who are neurodiverse in mainstream settings. Number of: • Section I appeals. • Section 19 requests. | ICB/PCF/LA | March 2025 |
| Ensure that pupils have access to a well sequenced, broad and ambitious curriculum, adapted to meet the needs of all pupils | Undertake review of curriculum approaches and make recommendations | Improvement in workforce confidence in adapting curriculum Those who are working with children most often understand how best to adapt the curriculum. | Attainment and progress data | St Helens Education settings | September 2025 |
| Remodel the alternative provision offer to find creative solutions to support pupils to remain in their named provision | Increase in outreach work/support, particularly across KS3, KS4 and tuition through expansion to Outreach Team. | Numbers of children needing a placement in Alternative Provision reduces. Mainstream teachers are better equipped to support pupils to remain in school. | Reduction in admission numbers and the time children return to mainstream reduces. | Local Authority /PRU Leaders | Termly |
| Review pathway for supporting secondary pupils with medical needs | Allow children to continue to access a full-time educational offer. Simplify the process for Section 19 requests for parents. | Reduction in Section 19 referral complaints | Local Authority /PRU Leaders | Termly |
| Alternative Education to work with schools to improve the earlier identification of emerging needs | Expansion of the Outreach offer for mainstream schools to work with staff and support with PSPs and establish cohorts of children needing early intervention and an ‘at risk of exclusion’ register. | Reduction in admission numbers and prevention of children needing a place in Alternative Provision. Upskilling of mainstream staff to support children to remain in school. Facilitation of process to access Alternative Provision and reintegration back into mainstream. | Specialist Taskforce Outreach Team/PRU Outreach team PRU Senior Leaders/Local Authority | Termly |
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| Publication of the Alternative Education services and provisions, including a profile of the service or provision offering, access/admissions and exit criteria, cost (if applicable) and contact/referral details. | New website for Alternative Provision, outlining specific offers for each AP base and access/admissions/exit/Section 19 referrals processes. | Facilitation of information relating to specific offers for each aspect of Alternative Provision. | PRU Senior Leaders/Local Authority | January 2025 |
| Ensure that all children accessing alternative provision receive a quality assured offer from a registered provide | Undertake review of system to evidence that all children are on the roll of a quality assured and registered provider who oversees their education and needs. | QA process in line with Government guidelines for all external providers. Fewer children at KS4 to be educated within external providers, those that are, will have all needs met and receive high quality tuition that has been quality assured in line with government guidelines. | Appointment of new QA Manager for external alternative provisions. New curriculum model at KS4 to provide five days education within the KS4 base. | PRU Headteacher/Local Authority | October 2024 January 2025 |
| Implement annual data analysis systems and forecasting to inform future alternative provision developments. | Greater oversight of need/gaps in service to provide a more effective and strategic offer. | School Evaluation Form/School Improvement Plan/Tracker | PRU Headteacher/Senior Leadership Team/Local Authority | February 2025 |
| Priority 3: Building a community of support | | | | | | |
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| We Will | Action | Outcomes / outputs Expected | Measure | By Whom | Review Date | Update |
| Have an integrated training offer for settings to support a graduated approach to meeting needs. | Development of a SEND Workforce Plan | Staff working with children are skilled and confident | Evaluations of training | All partners | July 2025 | |
| Analysis of themes through TESSA to inform training needs. | Staff working with children are skilled and confident | Data analysis | Local Authority | July 2025 | |
| Maximise outreach and community services, such as those from special schools or alternative provisions to meet need in local communities | Establishment of outreach offer from Mill Green and Rectory ASD provision. | Pupils with ASD supported to have their needs met in their mainstream school | No. Pupils with ASD placed out of borough | Mill Green/ Rectory Primary | April 2025 | |
| Explore SEMH outreach with local provider | Pupils with SEMH supported to have their needs met in their mainstream school | No. Pupils with SEMH placed out of borough | Local Authority | January 2025 | |
| Maximise early identification of need and parental support through the St Helens Family Hubs. | Develop three Family Hubs that provide a broad and inclusive offer for all families | For families have inclusive support across the four funded Family Hub strands: • Parenting Support • Parent–Infant Relationships and Perinatal Mental Health Support • Early Language and the Home Learning Environment • Infant Feeding | Family Hubs open and formally launched: • Central Link Family Hub • Sutton Family Hub • Newton Family Hub | Local Authority/ Family Hub Partners | March 2025 | |
| Establish a clear, early identification tool that will support the work specific to St Helens and deliver Chatterbox programmes. Parent Coffee afternoon available via the Family Hub offer to provide independent advice and support for families where children may have emerging needs. | Maximise opportunities for families with young children to have their children’s needs identified at the earliest opportunity Chatterbox programmes impact on speech and language | ELIM Early language identification measure and intervention to be embedded into Family Hub practice No. Chatterbox programmes delivered Children accessing Chatterbox do not require specialist interventions. | Local Authority | March 2025 | |
| Coproduce our short breaks offer, improving diversity including PAs and short breaks foster carers to meet eligible needs. | Undertake review of existing provision in context of new Short Breaks Statement | Ensure that children and young people have the right support at the right time | No’s children accessing short breaks. Feedback and evaluation to evidence service user experience. | Local Authority/Short Breaks Development Group | December 2024 | |
| Engage with Providers to map offer, improve accessibility and address gaps Co-develop short breaks offer, extending opportunities including specialist foster carer provision. | | | | |
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| Develop the offer for early help so that Early Help Assessments and the Early Help Support Plan process is used at the right time. | Multi-professional update and refresh of the Early Help Assessment Tool (EHAT). Formalise SEND pathways and processes at Level 2 MASH | For families to have trained and experienced staff respond in the Level 2 MASH environment accurately and consistently where there are emerging, or established SEND need to ensure families get the right help at the right time commensurate with the Descriptors of Need document. | Establish and update processes/scripts in the Level 2 MASH for emerging or established SEND needs. | Local Authority | September 2024 |
| Ensure that our Local Offer website helps children, and their families find the local information and support from across St Helens. | Development and launch of the new Local Offer | Parents, carers and practitioners tell us that the online local offer is easy to use and provides useful information | No. people using the local offer website | All partners/ Local Offer Development Group | December 2024 |
| Implement annual assurance process for partners to verify information is accurate, up to date and complies with standards and expectations. | Parents, carers and practitioners tell us that the online local offer is easy to use and provides useful information | Compliance with annual assurance | All partners/ Local Offer Development Group | September 2025 |
| Promote the St Helens Thrive model so that CYP receive the right support, at the right time, from the right person. | All partners to promote Thrive ensuring children, young people and families know what support is available | Parent carers and young people are aware of the support available to them Thrive Canva continues to develop as a user-friendly resource. Consider adopting C&M As One Digital Platform. | No of views / users of the Thrive Canva resource | All partners / Thrive Collab | June 2025 |
| Develop a Thrive resource briefing pack and deliver this to partners | Professionals are aware of the CYPMH support services in St Helens Professionals receive some initial information on what is organic MH issue and what may not be appropriate for a CYPMHS | Number of briefing sessions delivered Number of professionals joining briefing sessions % of inappropriate referrals reviewed by Thrive Services | Thrive Collab | June 2025 |
| Integration of Thrive services | People experience a more seamless offer when referred to CYPMH services. | Case studies | Thrive Collab | June 2025 |
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| Future CYP MH investment will support local population health need aligned to the C&M / St Helens MH Transformation plan for 24/25 and 25/26 | Investment opportunities shared with SEND Partnership Board and L4C etc to have a say on how funding is used CYPMH Transformation Plan for St Helens developed. | Regular CYPMH updates to SEND Board | ICB | June 2025 |
| Expand the PATHs programme to more schools and more schools are accredited as Therapeutic Schools | 18 additional Primary Schools offered PATHS | Young people in primary school display Positive Alternative Thinking Strategies and are more emotionally resilient as a result. Schools more able to support pupils' emotional needs. | Levels of Attendance Number of Accredited Therapeutic Schools Numbers of pupils who are NIROFTE % schools /staff reporting improvements in attention and concentration / aggressive and disruptive behaviour / empathy / social and emotional competence. | Local Authority, Barnardo’s, ICB/Primary Schools | October 2024 |
| 6 Secondary Schools offered ExSEL+ | Young people benefit from a continuity of support for Positive Alternative Thinking Strategies, particularly post phase transfer. | Levels of Attendance Numbers of pupils who are NIROFTE Number Section 19 Requests Exclusion / Suspension data % schools /staff reporting improvements in attention and concentration / aggressive and disruptive behaviour / empathy / social and emotional competence | Local Authority, Barnardo’s, ICB/Secondary Schools | October 2024 |
24 Pre-Schools offered Paths Pre-school children are more ‘school ready’ and are emotionally prepared for transfer to the primary phase.
Reception attendance data % schools /staff reporting improvements in attention and concentration / aggressive and disruptive behaviour / empathy / social and emotional competence
| Priority 4: Meeting multiple and complex needs | | | | | | |
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| We Will | Action | Outcomes Expected | Measure | By Whom | Review Date | Update |
| Promote understanding and support for Neurodiversity | Consider recommendations for local implementation from Cheshire and Merseyside neurodiversity workstream | Shared Care of ADHD for adults Workstream recommendations for system change Early Help & Empowerment Workstream recommendations for system change Clinical Reference Group Workstream recommendations for system change. | TBC | C& MICB NDP Workstream Leads | July 2025 | |
| Consider a pilot of a Needs Assessment Tool in a small cohort of schools whilst awaiting recommendations from C&M | Those using the tool are supported to consider the needs of CYP holistically. CYP are supported in the right way, first time | No of schools committed to testing tool No. of schools tested tool No. of CYP screened with tool. | St Helens ICB / SEND Partnership Board | Dec 2024 | |
| Improve our approach to supporting the needs of children who have experienced trauma | Commitment from all partners to improve our understanding of service pathways | Trauma informed training offer for schools | Trauma informed approaches in schools support children with SEND No’s training sessions delivered. | Alternative Education Service | July 2025 | |
| Commitment to multi-agency working | Partnership Virtual School/ Educational Psychology To ensure that Looked After Children with SEND | Case studies | Virtual School | July 2025 | |
| | who may have experienced acute trauma receive assessment and support in a timely manner. | No’s children with SEND accessing support. | | |
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| Critical Incident Response to mitigate long-term effects of traumatic event. | Co-ordinated Critical Incident Response aligned with Mersey region | % schools rating support as 4+ | Local Authority | July 2025 |
| Continue to develop and implement training and awareness for SEND and hidden disabilities | Development of a SEND Workforce Plan | Staff working with children are skilled and confident | Professionals report improved knowledge, skills and confidence % health staff completed Oliver McGowan training Number of health staff undertaking DCO training in St Helens No of health staff undertaking Council for Disabled Children Lv 1 & 2. | All partners | April 2025 |
| Support schools and settings to meet the medical needs of children young people with identified health conditions, with access to support and training from local health providers. | Schools able to support pupils with medical needs within their setting to enable them to access their education | Increase confidence for school staff meeting medical needs in school through review of policy Clear process for accessing support and training from health professionals | Reduction in queries relating to complex cases as processes for support adequately meeting needs | ICB/Local Authority/All partners | Mar 2025 |
| Continue to deliver a local Transforming Care Programme for Children and Young People with a Learning Disability and/or Autism | Develop a programme of activity to support the promotion of TCP/DSD to practitioners and families | Local education, health and social care professionals have an increased understanding of the TCP process. Professionals and public heave increased understanding of how to support CYP and avoid increasing MH risk | Number of TCP briefing sessions undertaken Number of people attended briefing sessions Number of visits to TCP page on The Local Offer. | ICB / All Partners | July 2025 |
| Implementation of the intensive support function | Children at increased risk of MH Admission are supported to stabilise and remain supported in the community | Mid-Mersey Service implemented % CYP on DSD reviewed by service | ICB / Mersey Care | April 2025 |
| | | % CYP on DSD supported by service % CYP on DSD with improved risk score. | | | |
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| Continue to pilot new initiatives to inform optimal methods of support for CYP with LD/ASC: Implement and review ASCN Enhanced Family Support Implement and review Spectrum Gaming offer Implement and review Kooth IDP offer Implement and review ASCN Pathway Waiting initiatives | CYP and Parent Carers are given access to a range of new initiatives. Families accessing support feel more empowered and needs of CYP are being met | 4 x families supported to achieve goals 67 & 50 CYP access support online and reduce isolation and progress to community support No of Learning Programmes & participants; feedback of increased understanding. | ICB | June 2025 | |
| Continue to develop and improve the St Helens Thrive model to meet the needs of children and young people with complex mental health needs | Development of a Thrive Workforce Plan Continue to review data / undertake engagement with local people Work with Young Inspectors to review Thrive Services. | Young people with SEND report positive experiences of CYPMH services | Audit of services % Thrive services trained in LD/ASC / SEND / Trauma | ICB / CYPMHS | July 2025 | |
| Collaborate with safeguarding agencies to ensure SEND children and those in Alternative Provision are appropriately protected from neglect, harm and exploitation | Ensure safeguarding training programme reflects the diverse needs of children with SEND. | Children with SEND are safe | No.s children with SEND supported | Safeguarding partnership | March 2025 | |
| TIME Programme (Therapeutic Intervention for Males in Education) to be created to address trauma and emotional wellbeing in boys. | To reduce suspensions and use of alternative provision which disproportionately affects boys. To reduce vulnerabilities and likelihood of secondary forms of abuse such a Child Exploitation. | Suspension and exclusions data Data around use of alternative provision Attendance data Pupil/participant voice | Virtual School | December 2024 | |
| Nurture Pilot to be run with two mainstream secondary schools | To address social and emotional developmental delays in young | Repeated Boxall Profiles Pupil voice Staff feedback | Virtual School | December 2024 | A |
| people who have experienced abuse and trauma. | Observation and assessment | | |
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| Professional development for Designated Teachers around Strength and Difficulties Questionnaires and how scores can be addressed through the PEP process. | To ensure that for any Looked After Child where their SDQ indicates a need, that they receive timely and effective support through their PEP, or through other services where appropriate. | Termly PEP completion data. Pupil Voice | Virtual School/Health Providers/ Education Settings | December 2024 |
| Partnership Virtual School/ Educational Psychology | To ensure that Looked After Children with SEND who may have experienced acute trauma receive assessment and support in a timely manner. | Case studies No’s children with SEND accessing support | Virtual School | October 2024 |
| Priority 5: Ensuring timely assessment and effective support | | | | | | |
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| We Will | Action | Outcomes Expected | Measure | By Whom | Review Date | Update |
| Ensure that every child has access to a Speech and Language Pathway in the early years | Ensure that all settings and professionals are familiar with how children develop Speech, Language and Communication Skills in the early years and provide training and resources to support this. | Professionals in Early Years settings can appropriately identify where children need additional support with their speech and language development and provide appropriate intervention. | Increase in the number of Early Years settings, recognised as communication friendly spaces by ELKLAN. | Local Authority | July 2025 | |
| | | Increase in the number of Early Years practitioners trained in level 3 Language and Communication Development. | Local Authority / EY HUB | July 2025 | |
| | | Reduction in number of inappropriate referrals to SLT Services from Early Years Settings. | Local Authority / SLT Service | July 2025 | |
| Ensure children have access to good quality early education through the expansion of the Free Early Education Entitlements for working parents by September 2025. | Ensure parents of children with SEND are not disadvantaged when accessing their entitlement to free early education. | Eligible Parents of children with SEND can take up their free early education entitlement. | % Eligible Parents of children with SEND accessing FEEE entitlement. | Local Authority / DWP | July 2025 | |
| Improve the timeliness of Education Health and Care plans | Undertake a review of capacity requirements in key services including the Educational Psychology Service and SEND Casework Service | EHCPs and annual reviews completed within statutory timescales EHCPs are of a consistently high quality, are co-produced and tell the story of the child | % EHCPs and annual reviews completed within statutory timescales % plans and annual reviews adhering to the St Helens Quality Standards % advice submissions which are deemed to be of good quality | Local Authority | October 2024 Quarterly | |
| Implementation of new EHCP Casework system and digital access | | % CYP and parent carers satisfaction with EHCP process | | September 2024 |
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| Expand range of Resourced Provisions and Specialist Units for pupils with ASD, SEMH and medical needs | Pupils with ASD, SEMH and medical needs are supported to be successful in a mainstream setting | % pupils with ASD, SEMH or medical conditions educated in mainstream school resourced provision | Local Authority/St Helens Schools | As per SEND Capital Plan |
| Continue to develop and refine our developing TESSA model to ensure schools can access timely information, advice, guidance and support | Development of ‘Digital Portal’ for TESSA | A responsive referral system to specialist services based on a ‘tell us once approach. | Level of school satisfaction. Volume of referrals Quality of referrals | Local Authority | October 2024 |
| Integration of Health Services in the TESSA offer to schools. | Schools can access timely information and support from health services following single route of referral | Range of services offered to schools at point of referral. | Local Authority/ Therapeutic and Health Services. | September 2025 |
| Review and re-launch an Early Notification process in which health professionals will early notify the LA that a child may have SEND when reaching school age | The LA will have oversight of early years children from the earliest opportunity that may require SEND support in Education. Settings can be prepared and plan ahead of children with complex needs starting in Education. | An Early Notification process understood by all partners. | All partners | Mar 2025 |
| Continue to address waiting times for diagnosis through the NDP Steering Group and implement improvements to family's experience including family support workers and family coaching models | Improve our local approach to the graduated response through a review of existing resources and training and improved communication | All CYP have a robust graduated approach plan in place prior to an NDP referral Local practitioners receive increased training / briefings in use of a simplified graduated approach tool. | New GA tool / template No of briefing sessions delivered annually No of attendees | TBC | TBC |
| Referral route via TESSA tested which would mean wider issues addressed prior to NDP referral | All CYP would have their needs holistically considered prior to referral to the NDP | Number of referrals to TESSA for neurodiverse reasons Number of referrals from TESSA to NDP | TBC | TBC |
| Scope out and design an NDP Online Portal | CYP & Parent Carers would have access to an online portal | Portal introduced in St Helens | TBC | TBC |
| 1. Listen to Children, Young People & Families | | | | | | |
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| We Will | Action | Outcomes Expected | Measure | By Whom | Review Date | Update |
| Embed the SEND Partnership Agreement for coproduction to ensure children, young people and their families are empowered to actively participate in decisions. | Annual review of the Partnership Agreement | Consistent experience of coproduction | Parent carer representation on our key governance groups | Listen 4 Change/ Local Authority /ICB | March 2025 | |
| Launch of the Children’s Declaration | Children are recognised as equal partners in developing a child friendly borough | Progress against pledges reported | Youth Cabinet/ Local Authority | November 2024 | |
| Develop opportunities for Take Over | Children are recognised as equal partners in developing a child friendly borough | No. take over events Feedback from young people on their experience. | All partners | November 2024 | |
| Ensure that Listen 4 Change as the St Helens Parent Carer Forum is represented at strategic groups and workstreams. | Listen 4 Change provides a supportive and representative Parent Carers Forum | Parent Carers are recognised as equal partners in developing and delivering SEND Services | Parent carer representation on our key governance groups | Listen 4 Change/ Local Authority /ICB | March 2025 | |
| Build on the Voice of the Child work to use innovative approaches to capture | From Standard 1 in QA cycle a task and finish group to be set up to | To develop new paperwork that was child/YP centred to inform Section A of EHCP | Measured through annual QA cycle | Local Authority, L4C, ICB | Summer 2024- Summer 2025 | |
| and listen to the voice of children and young people with SEND | address the Voice of the Child paperwork quality. | | | | |
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| To ensure Children and YP understand and participate in their own EHCP and support self-advocacy including development of video produced by and for young people with SEND. | To measure the involvement of YP and record this accurately. To implement self-advocacy training for YP to access | Development of data capture process | Local Authority, L4C, ICB | Summer 2025 |
| To develop innovative ways of working together across organisations, involving multiple stakeholders to develop child/YP appropriate resources to support YP in expressing their views. Recruitment and training of new cohort of Young Inspectors | Guidance to support professionals in capturing the voice of the child. Child/YP centred resources developed | Guidance produced in a SWAY document Link in with YP to support development of resources No. Young Inspectors trained, and inspections undertaken, and recommendations adopted. | All partners | July 2025 |
| Facilitate regular workshops with parents and carers and our children and young people, seeking their views to help us shape services | Bi Monthly KIT meetings | Services shaped through cooperation and co production | No parent carers participating in events/workshops/ Projects. | Local Authority, L4C, ICB | Bi Monthly |
| Hold Termly ‘Engagement Events’ to ensure progress across all workstreams can be reported. | All partners and stakeholders will be fully sighted on progress of strategy. | Attendance Evaluation Surveys | Local Authority, L4C, ICB | March 2024 |
| Hold Preparing for Adulthood event are held during the year which bring together local services, providers, employers, young people. | Stakeholders are aspirational for paid work for young people with SEND | No providers involved Feedback from attendees | All partners | December 2024 |
| Continue to develop and improve the St Helens Local Offer website, to make it more accessible for children, young people and their families | Development and launch of the new Local Offer | Parents, carers and practitioners tell us that the online local offer is easy to use and provides useful information. | No. people using the local offer website | All partners/ Local Offer Development Group | December 2024 |
| Implement annual assurance process for partners to verify information is accurate, up to date and complies with standards and expectations | Parents, carers and practitioners tell us that the online local offer is easy to use and provides useful information. | Compliance with annual assurance | All partners/ Local Offer Development Group | September 2025 |
| 2. Strengthen Communications | | | | | | |
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| We Will | Action | Outcomes Expected | Measure | By Whom | Review Date | Update |
| Ensure open communication by publishing regular newsletters for professionals, parents, carers and families. | Review HALO newsletter in light of new Local Office website | Improved communication through range of channels | Feedback from professionals, parents, carers and families. Data on views | All partners | March 2025 | |
| Continue to develop Local Offer Facebook Group IASS | Improved communication through range of channels | Feedback from professionals, parents, carers and families. Data on views | All partners | March 2025 | |
| Publish feedback using the ‘You Said, we are doing’ (YSWAD) approach. | Publish You Said we are doing response on new LO site as part of the launch | Improving services Improving communication | Publication by date | Local Offer Development Group. | October 2024 | |
| Partners to undertake an annual YSWAD response with parent carers. | Improving services Improving communication | No. Responses from partners | Local Offer Development Group | March 2025 | |
| Treat everyone equally and with respect, actively listen to each other and give equal value to every contribution | Annual review of the Partnership Agreement to evaluate principles agreed | Consistent experience of coproduction | Parent carer representation on our key governance groups | Listen 4 Change/ Local Authority /ICB. | March 2025 | |
| Communicate openly, clearly and honestly | Annual review of the Partnership Agreement | Consistent experience of coproduction | Parent carer representation on our key governance groups | Listen 4 Change/ Local Authority /ICB. | March 2025 | |
| 3. Build a Great Workforce | | | | | | |
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| We Will | Action | Outcomes Expected | Measure | By Whom | Review Date | Update |
| Provide opportunities for agencies to embed a culture of collaboration, coproduction, and trust | Young inspectors promote opportunities to embed service user insight to aid improvement | Services improve as a result of young inspection | Agencies report improved knowledge and understanding. | Partners/Youn g Inspectors | July 2025 | |
| Ensure ongoing opportunities for continuous professional development and improvement | Implement training to improve understanding of SEND to better identify, assess and meet need. | Improvement in knowledge, skills and confidence | No. Professionals attending training course evaluations | All Partners | July 2025 | |
| Implement programme of awareness raising and training to support establishment of the Local Offer | Professionals confident to use local offer to support families | No. Professionals attending launch/LO/Family Hub events | Local Offer Development Group | December 2024 |
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| Improve understanding of PFA, employment pathways and post 16 provision to inform EHC advice, assessment and plans through workforce training programme, utilising support and resources, such as job coaches, qualified careers specialists etc. | All post 16 providers deliver high quality work related, study programmes | No. young people on Study Programmes which lead to paid employment or self-employment | Local Authority/Post 16 settings | July 2025 |
| Promote wider culture of SEND as everybody’s business and an understanding of roles and responsibilities. | Multi agency Professionals Practice Learning events | Professionals | 2 multi agency CPD events per year | All Partners | July 2025 |
| Address recruitment, retention and staff wellbeing in all service areas. | EHCP action plan to address capacity gaps in key services | Understanding of capacity requirements | Timelines of EHCPs | Local Authority | October 2024 |
AiS – Autism in Schools Dsd – Dynamic Support Database Cpd Continuous Professional Development EHCP – Education, Health and Care Plam Pfa – Preparing for Adulthood Lo – Local Offer Icb – Integrated Care Board Tessa - Triage, Education Specialist Services and Advice Neet – not in education, employment or training Eet - education, employment or training Ndp – Neurodevelopment Pathway C & M – Cheshire and Merseyside Slcn – Speech, Language and Communication Needs Asd – Autistic Spectrum Disorder Semh – Social, Emotional and/or Mental Health Needs Wsa - Whole School Approach Ks – Key Stage PRU – Pupil Referral Unit Ga – Graduated Approach Tcp/Dsd - Transforming Care Programme/Dynamic Support Database Iass – Independent, Advice and Support Service Mhst – Mental Health Support Teams in Schools Halo – Help Around the Local Offer Idp – Integrated Digital Pathway