Rachael informed members that a funding pilot has been commenced looking at how element 3 has been allocated, after exploring different models that exist in other local authority areas. The decision was made to pilot what Islington, our sector led improvement partner, uses. It is felt that this method aligns with our vision of SEND around meeting children's needs rather than placing children into bands or categories, and that actually this is about individual children's needs and assigning funding in that mechanism. Rachael stressed that no decisions on whether it's implemented have been taken. Those decisions sit with School Forum and the SEND board.

Hannah Spencer, SEN Lead, explained to Forum the reasons for the pilot. It is recognised that the current ALF funding model is out of date and is inconsistent across schools. A lot of schools have fed back that for the same level of need, they get different amounts of funding for some children, feeling that they're overfunded for some children and underfunded for others.  The LA wants to be more equitable with decision making on the EHCP's that are issued, but also be more dynamic changing from full time one to one support back to the child's needs and their presentation.

Hannah said that the pilot has been trialled in many different schools, and has now been extended to include two more schools, making sure that we've got a fair distribution across the local authority. Three primary schools, one in an area of deprivation, one in an area of influence and one with a middle ground, but a high level of EHCP's, were part of the pilot. The aim was to finish the pilot by the end of April, but this has been extended to make sure that this is as robust as possible, whilst also looking to see whether the funding model can be extended to post 16 as well as pre 16. The overarching themes that have come out of the pilot is that the EHCP process is out of date, and that the annual review process wasn't specific enough to be able to review the funding each year. The Higher Needs block is also funding a lot of health provision and provision that does not educate or train.

Hannah shared with members a matrix based on the four areas of the Code of practice, designed to be used to talk through children with SENCOs with head teachers and coming to a co-produced funding element, where the evidence behind the needs that was being described is clear. As one of the schools on the pilot, Sarah thought the grid was easy to use and accessible and brings much more clarity around the children's individual needs rather than putting them in a band. She also thought it provided fair funding for all children, all the way through the process year on year rather than getting a sum of money at the beginning that stayed with the child regardless of whether their needs had lessened.

Rachael then informed members that the local authority has agreed for a temporary team of amendment officers to work through the backlog of plans as well, being paid for by the local authority not by DSG funding.

Tim asked if in school nursery or out of school provisions feed into this model. Hannah explained that the LA is looking at the ALFEY funding with our Early Years head of service as well. In Islington its year one upwards, although that doesn't mean that Torbay would needs to do the same.

Mike then asked whether any schools would lose out significantly by adopting this model. Hannah recognised that it would not be possible to change all EHCPs by September, so the plan is to start rolling that out with the newer plans and then look at a phased transfer. This would be bought back to Schools Forum to consider how that moves forward and at which times.

Sarah asked whether there will be some training provided for SENCOs and teachers, and is there a program to make sure they're tighter so that it does fit along the funding model?

Hannah explained that the plan is to concentrate on the pilot for the funding and then tie both of those into the launch. Training will be offered on both the funding but also on the annual reviews, and how those things tie up together so that people don't miss out on funding by not filling in the paperwork in the right way. It was felt that this combines our written statement of action task of improving the quality of our annual reviews and our amended plans with the funding formula, and bringing those both together to make a better quality plan with the right level of funding.

Stewart gave thanks to everyone involved for the work that's been done and looked forward to hearing more about it at the next meeting. Members were in agreement that it sounds like it's going be a much better deal for our children and also help our schools to understand how better to support their children as well as in terms of funding.