The Specialist Information Advice and Guidance (SIAG) service, funded by the Delivering Better Value initiative and commissioned by Cornwall Council, has been an exciting and innovative project aimed at enhancing Special Educational Needs and Disabilities (SEND) provision in mainstream schools across Cornwall. This innovative service, delivered by the Special Partnership Trust, has proven that schools are looking for solutions that bring together knowledge and guidance on Universal Provision and has laid the foundation for a an outreach service being developed in Devon.

Background and Objectives

Launched in March 2024, the SIAG service was designed to address the increasing demand for SEND support in mainstream schools. With a significant rise in Education, Health, and Care Plan (EHCP) applications and a growing number of exclusions, there was a clear need for a service that could provide practical, on-the-ground support to schools. The primary objectives set out by Cornwall Council were to:

• Decrease the number of EHCP requests by enhancing the capacity of schools to meet students' needs.
• Reduce exclusions by supporting schools in managing challenging behaviours and creating inclusive environments.
• Increase staff confidence and knowledge in delivering quality first teaching and universal provision.

Implementation and Approach

The SIAG service employed a team of specialist SEND practitioners who worked directly with mainstream schools and a SEND Outreach Operations Manager to run the service. The service was structured around a carefully managed request-for-support process, overseen by a panel comprising representatives from Special Partnership Trust, the Local Authority, School Effectiveness, and SEND services. Schools received up to three days of support from a specialist practitioner, focusing on strengths-based approaches, peer-to-peer modelling, and practical demonstrations.

The service was delivered in six rounds, with schools applying for support through the local council's platform. The applications were reviewed by the panel, and schools were selected based on their needs and the suitability of the SIAG service to address those needs. Over the course of the project, the SIAG team adapted their approach for delivery based on feedback and evolving needs, moving from a formal, documentation-heavy process to a more iterative and flexible model.

Impact and Successes

The SIAG service had a profound impact on the schools it supported. Here are some of the key successes:

Increased Staff Confidence: One of the most significant outcomes was the increase in staff confidence. Teachers and support staff reported feeling more equipped to meet the needs of SEND students, thanks to the practical strategies and hands-on support provided by the SIAG practitioners. The non-judgmental, peer-to-peer approach was particularly appreciated, as it created a safe space for staff to learn and implement new strategies.

 

Holistic Support: The service's holistic approach, which included environmental audits, staff training, and whole-school strategy embedding, was highly effective. Schools appreciated the comprehensive nature of the support, which addressed multiple aspects of SEND provision rather than focusing on individual students.

 

Positive Feedback: Feedback from schools was overwhelmingly positive. Many schools highlighted the value of having an external professional provide support and reinforce messages from their SENCOs. The SIAG service was seen as a crucial link between SEN services and mainstream education, supporting schools to understand the strategies shared, implement and adapt them for their school and classrooms.

 

Resource Hub: The creation of the SIAG SEN Resource Hub on SharePoint was another interesting development despite other platforms being available. The hub provided schools with access to a wealth of resources, including links to local authority and NHS teams, recommended strategies, and training materials. The hub was well-received and continues to be a valuable tool for schools.

Challenges and Learnings

While the SIAG service was a success, it also faced some challenges. The short duration of the project made it difficult to measure long-term impacts on EHCP applications and exclusion rates. Additionally, the need for more robust collaboration with local authority SEN teams was identified, and a more effective structured approach to the application/ panel process. This would ensure that schools that did not meet requirements for SIAG still received appropriate support and that the panel could make more informed decisions.

Future Directions

Building on the success of the SIAG service in Cornwall, the Special Partnership Trust is developing an innovative outreach service in Devon and SIAG in Cornwall is now a traded model which can be bought by schools and Trusts. This new service will incorporate the learnings from the SIAG project and offer a more comprehensive range of support, including individual pupil support and service level agreem,ents. The goal is to create a sustainable model that can continue to enhance SEND provision and support schools in delivering inclusive education.

In conclusion, the SIAG service has demonstrated the power of innovative, collaborative approaches to supporting SEND in mainstream schools. By empowering staff, fostering inclusivity, and providing practical, hands-on support, the SIAG service has made a lasting impact on the schools and students it served. The lessons learnt from this project will undoubtedly inform and inspire future initiatives in SEND education.