SEND Cluster Model Transformation

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    "name": "Stoke on Trent City Council"
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  "date": "2025-10-06T14:13:58+01:00",
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        "country": "GB",
        "countryName": "United Kingdom",
        "locality": "Stoke-on-Trent",
        "postalCode": "ST4 1HH",
        "region": "UKG23",
        "streetAddress": "Civic Centre, Glebe Street"
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    "description": "1.\tIntroduction \nThe Children and Families Directorate of Stoke-on-Trent City Council is seeking to commission a provider to design and deliver a comprehensive SEND School Improvement Programme to support the implementation of the locality-based Cluster Model. This work forms part of the Council\u0027s wider transformation agenda, aligned with the Stoke-on-Trent SEND Strategy and the DSG Deficit Management Plan.\nThe programme will be funded through the Council\u0027s approved Transformation Budget. The aim is to build sustainable capacity within the school system to meet the needs of children and young people with SEND more effectively, reduce reliance on statutory processes and specialist placements, and embed inclusive practice across all settings.\n2.\tScope\nThe scope of this contract is to deliver a city-wide SEND School Improvement and SEND development programme in Stoke-on-Trent. The programme must be designed and delivered in partnership with the Council and participating settings, including:\n\u2022\tMainstream schools (primary, secondary and further education)\n\u2022\tEarly years providers\n\u2022\tSpecial schools\nThe provider will be responsible for both the design and delivery of the programme, ensuring it is tailored to the local context and aligned with strategic priorities. The programme must include a strong focus on inclusive leadership, peer collaboration, coaching, and cultural change, and must be underpinned by robust monitoring and evaluation mechanisms.\nThe successful provider will be expected to work in a hybrid model, combining in-person and virtual delivery. The provider must ensure that all staff involved in delivery hold appropriate DBS clearance and adhere to the Council\u0027s safeguarding standards.\n3.\tBackground\nStoke-on-Trent City Council is undertaking a significant transformation of its High Needs Block, part of the DSG. This transformation is driven by the need to address a growing financial deficit and improve outcomes for children and young people with SEND in the city.\nThe SEND Cluster Model is a key component of the Council\u0027s SEND and AP Improvement Plan, aiming to embed inclusive practice across mainstream and special schools. The model promotes a values-led, locality-based approach to SEND support, enabling schools to collaborate, share expertise, and build capacity to meet needs earlier and more effectively.\n4.\tService conditions\nThe provider will be expected to:\n\u2022\tThe provider will be expected to deliver the programme using a hybrid model, combining in-person and virtual engagement. Some elements, such as launch events, coaching sessions, and peer review activities, must be delivered face-to-face to support relationship-building and cultural change.\n\u2022\tAll staff involved in delivery must:\no\tHold an enhanced DBS check.\no\tComply with the Council\u0027s safeguarding policies and procedures.\no\tDemonstrate experience in working with schools, early years settings, and special schools.\n\u2022\tWork closely with a named Local Authority lead and the SEND Delivery Group, which will oversee programme governance and strategic alignment.\nFlexibility will be required to adapt delivery to local needs, school contexts, and evolving priorities. The provider must ensure that all activities are inclusive, accessible, and aligned with the Council\u0027s commitment to improving life chances and tackling inequality.\nThe provider must also be able to mobilise quickly following contract award and demonstrate capacity to deliver at pace.\n5.\tStatement of requirements\nThe successful provider will be required to design and deliver a comprehensive, locality-based SEND School Improvement Programme. The programme must be co-designed with the Council and delivered in partnership with schools, early years settings, and special schools.\nThe programme will initially be targeted at education settings in the central locality of the city before being rolled out citywide.\nThe programme must include the following core components:\nProgramme Design and Delivery\n\u2022\tA structured, phased programme following a clear timeline \n\u2022\tDelivery of launch events, self-evaluation activities, action planning, and feedback cycles.\n\u2022\tIntegration of Early Years and Preparation for Adulthood strands to ensure continuity across phases.\n\u2022\tA strong emphasis on cultural change, shared language, and inclusive leadership.\nLeadership Development and Coaching\n\u2022\tIdentification and training of local coaches to support sustainability and increase capacity within the system.\n\u2022\tAccess to a national coaching network and opportunities for cross-authority learning.\n\u2022\tProvision of SENCO supervision, executive coaching, and peer mentoring partnerships.\nPeer Review and Collaboration\n\u2022\tImplementation of a peer review methodology to support inclusive practice and accountability.\n\u2022\tEstablishment of local peer networks and cluster-based collaboration aligned to the council\u0027s SEND cluster model.\n\u2022\tUse of Improvement Champions and optional Inclusion Leaders of Education (ILEs) to facilitate school-to-school support.\nDigital Tools and Monitoring\n\u2022\tProvision of a single digital dashboard for the local authority to monitor school-level SEND priorities and progress.\n\u2022\tIntegration with existing LA systems (e.g. MIS) where possible and compliance with GDPR.\n\u2022\tA microsite or platform for resource sharing, CPD tracking, and performance monitoring.\nConsultancy and Strategic Alignment\n\u2022\tTailored consultancy to align programme delivery with the SEND Strategy, SEND and AP Improvement Plan, and DSG Deficit Management Plan.\n\u2022\tSupport for embedding inclusive practice into governance and business-as-usual processes.\n\u2022\tStrategic planning with LA leads and school boards to build shared ownership and accountability.\nNational Connectivity\n\u2022\tAccess to a national SEND network for professional development, policy updates, and best practice sharing.\n\u2022\tOpportunities for participation in national webinars, forums, and cross-authority learning events.\n6.\tTechnology, systems, and management techniques\nThe provider will be expected to:\n\u2022\tUse secure, GDPR-compliant systems for data handling and communication.\n\u2022\tApply recognised project and change management methodologies to structure delivery and monitor progress.\n\u2022\tProvide access to any proprietary tools or platforms used during the programme, with appropriate training and handover to ensure sustainability.\n7.\tDesired outcomes\nThe programme must deliver measurable improvements in inclusive practice, leadership capability, and system-wide sustainability. The desired outcomes include:\n\u2022\tA reduction in Education, Health and Care Needs Assessment (EHCP) requests\n\u2022\tA reduction in children transitioning from mainstream to independent specialist provision\n\u2022\tIncreased parental confidence, with 80% of surveyed parents reporting improved confidence in mainstream provision.\n\u2022\tImproved SENCO leadership, with 90% of participating SENCOs reporting increased confidence and capability.\n\u2022\tHigh levels of school engagement, with 95% of schools actively participating in the programme by the end of Year 1.\n\u2022\tA demonstrable shift in inclusive culture, evidenced through shared language, collaborative practice, and reduced reliance on statutory processes.\n8.\tPerformance Measures and KPIs\nThe provider will be expected to monitor and report on progress against both local indicators and KPIs from the DSG Deficit Management Plan. These will be measured quarterly throughout the delivery period. Performance measures include:\nKPI\tSuggested Method of Data Collection\nParticipation rates across schools, early years settings, and special schools\tAttendance registers from meetings, events, and training sessions; sign-in sheets\nCompletion of self-evaluation and action planning activities\tSubmission tracking via shared platform; checklists or survey confirmation\nEngagement with coaching, peer review, and network sessions\tBooking logs, attendance records, feedback forms\nProgress against EHCP reduction and placement transfer targets\tLA data on EHCPs and placements; comparison with agreed targets\nFeedback from schools, parents, and SENCOs on programme impact\tOnline surveys, focus groups, feedback forms after events\nEvidence of cultural change and improved inclusive practice\tCase studies, school audits, staff reflections, Ofsted comments\n9.\tReporting and Governance\nThe successful provider will report to the SEND Delivery Group, which includes representatives from the local authority, schools, early years settings, and other relevant stakeholders.\nReporting requirements include:\n\u2022\tMonthly progress updates to the Delivery Group, including key achievements, challenges, and proposed adjustments.\n\u2022\tQuarterly written reports summarising delivery activity, engagement levels, progress against KPIs, and impact data.\n\u2022\tContribution to evaluation and learning activities, including:\no\tFeedback collection from participants\no\tCase study development\no\tThematic analysis of qualitative data\nReports should include both qualitative and quantitative data, highlight risks and mitigations, and propose any necessary adjustments to delivery.\nThe provider must maintain open communication with the Council and respond promptly to requests for information, clarification, or support.",
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