EHCP TECHNOLOGY

Could AI Transform EHCP Writing in Your Council?​

The first three councils using EHCP Plus are already seeing the impact—streamlining EHCP writing, improving consistency, and clearing backlogs. SEND practitioners tell us this isn’t just about efficiency—it’s about giving them more time to focus on children, young people, and families.​

Here’s what they’re experiencing:​

• ✅ Cutting EHCP writing time from 5 hours to just 1 hour, freeing up caseworkers for more direct support​

• ✅ Improving consistency and accuracy, ensuring every EHCP meets high-quality standards​

• ✅ Clearing backlogs faster, helping councils stay on track with statutory deadlines​

• ✅ Reducing admin work for SEND practitioners, giving them more time to focus on supporting children and families ​

Is your SEND team ready to experience this transformation? Press here to see it in action!🔗

EDUCATIONAL INNOVATION

UK Schools Lack Expertise in AI, Leaders Warn

A survey of over 200 school leaders, covering around 1,650 schools, reveals a significant lack of AI knowledge in education. 75% of leaders say their schools lack AI expertise, and only 9% have a defined AI strategy, though nearly a third are developing one.

The UK Department for Education is responding with new training and a £3M investment in AI-driven workload reduction tools, including a "content bank" to improve educational material generation.

Despite AI’s potential benefits, such as reducing teacher workload and enabling personalized learning, concerns remain:

• 65% worry about academic malpractice,

• 62% cite the need for teacher training,

• 58% are concerned about AI quality control.

Around half of schools have started using AI, but fewer than 25% use it regularly. However, 40% report positive outcomes, while only 5% have seen negative effects. AI also holds promise for assistive technologies supporting SEND students, with the Department requiring new teachers to be trained in its use.

For AI adoption to succeed, clear policies, training, and quality control are needed to balance innovation with responsible implementation, ensuring it enhances education without introducing new risks.

SEND FINANCIAL PRECINCTS

Most Councils Face Insolvency Over SEND Spending

Over half of England’s councils risk insolvency when the statutory override on high-needs SEND deficits ends in March 2026, with 65% at risk by 2028-29. This override has allowed councils to exclude SEND-related deficits, but without it, 53% won’t balance budgets for 2026-27.

The crisis stems from a 140% rise in EHCPs since 2015, reaching 575,963 children in 2024. The LGA urges government action, recommending a £5 billion deficit write-off and reforms to increase mainstream inclusion. Chancellor Rachel Reeves’ £1B funding boost and £740M for specialist school places offer relief, but experts warn that without systemic change, councils risk collapse, endangering SEND services.

UPCOMING EVENTS

Exclusive Webinar: EHCP Plus - Winter Cohort Insights

Join Agilisys Transform for an exclusive webinar, EHCP Plus: Winter Cohort Insights, and gain first-hand knowledge on how councils are leveraging AI to enhance SEND services.​

The session will explore:

• Key lessons learned from the Winter Cohort​

• First-hand experiences from councils using EHCP Plus​

• The transformative role of AI in improving SEND outcomes​

📅 Date: Wednesday, 12 March 2025​
⏰ Time: 10:00 AM - 11:00 AM GMT

EDUCATION POLICY

Five Reforms the Select Committee SEND Inquiry Must Deliver

In December 2024, the UK education select committee initiated an inquiry into the provision for children with special educational needs and disabilities (SEND), addressing a system described by the education secretary as "neglected to the point of crisis." To create an inclusive educational environment that meets the diverse needs of all learners, five key reforms are proposed:

1. Mandatory SEND Training: Currently, only one-third of teachers have received SEND training since April 2021. Implementing compulsory, regularly updated training for all educators is essential to equip them with the necessary skills to support students effectively.

2. Accountability for Local Authorities (LAs): In 2023, only half of Education, Health, and Care Plans (EHCPs) were issued within the statutory 20-week deadline. Stricter regulation and oversight are needed to ensure LAs meet their obligations promptly, with clear consequences for delays.

3. Improved Access to External Professionals: As of June 2024, over 40,000 children were waiting more than 12 weeks for speech and language therapy. Investing in the recruitment and retention of specialists, and ensuring schools can access these services, is critical for timely support.

4. Enhanced Funding and Resources: The increasing number of SEND students necessitates additional funding to provide adequate support, resources, and infrastructure. Allocating sufficient budgets will enable schools to meet these growing demands effectively.

5. Clear Guidance and Support for Schools: Providing schools with comprehensive guidelines and support frameworks will assist in implementing best practices for SEND education, fostering an environment where all students can thrive.

Implementing these reforms requires a collaborative effort among policymakers, educational institutions, and communities to ensure that every child receives the support they need to achieve and thrive.

COUNCIL FINANCE

Council Faces £50m Decision on Borrowing for SEND Deficit

EDUCATION POLICY

How School Type Affects SEND Identification Rates

A recent study by the Education Policy Institute (EPI) highlights significant disparities in the identification of special educational needs and disabilities (SEND) among students in England, influenced by school type, student background, and attendance patterns. The research indicates that pupils attending academies, or residing in areas with a high concentration of academies, are less likely to be recognized as having SEND compared to their peers in local authority-maintained schools. This discrepancy may stem from academies enrolling fewer SEND students, under-identifying needs, or effectively addressing needs without formal identification.

Additionally, the study reveals that children for whom English is an additional language, those with frequent absences due to illness, and students who change schools often are less likely to have their SEND identified, potentially because their needs are less visible in the school environment. Gender differences were also noted; girls in secondary schools are less frequently identified with social, emotional, and mental health needs than boys, despite similar incidences of behavioural or emotional disorders.

These findings underscore the necessity for a more consistent and equitable approach to SEND identification across all school types, ensuring that all children receive the support they require.

COUNCIL FINANCE CONCERNS

Tax Up 5% As Council Warns of Special Needs Costs

Sarah Warren, EHCP Advisor and SEND expert, sat down with Ibby, Head of Marketing at Agilisys Transform, to discuss her work on EHCP Plus and how GenAI is transforming the EHCP process. Built through deep collaboration with SEND teams across the country, EHCP Plus streamlines plan creation, enhances accuracy, and ensures consistency—giving caseworkers more time to focus on children and families.

Read the full Q&A to learn more🔗

SPECIAL EDUCATION

769 Children in Norfolk Failed to Receive SEND Documents in Required Timeframe

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