The Redbridge Council Education Scrutiny Sub-Committee met to discuss the council's SEND and Alternative Provision Priority Action Plan, trauma-informed practices in schools, emotional school avoidance, and Key Stage 5 results. The committee agreed to recommend that the Overview and Scrutiny Committee seek assurance that funding for the SEND action plan would be available from both Redbridge Council and its partners. The committee also discussed the possibility of adding an additional meeting to review the recent SEND Ofsted Outcome report.

SEND and Alternative Provision Priority Action Plan

The committee reviewed the progress of the SEND and Alternative Provision (AP) Priority Action Plan, which was created following a disappointing inspection of the Redbridge Local Area Special Educational Needs and /or Disabilities (SEND) Partnership¹ by Ofsted² and the Care Quality Commission (CQC)³. The inspection identified five areas of priority action and six areas for improvement.

Angela Wellings, Interim Director of Education – SEND and Inclusion, reported that the Priority Action Plan had been jointly produced with over 300 stakeholders and approved by the Department for Education (DfE) and NHS England (NHSE).

The committee discussed the financial implications of the plan, noting that the council's contribution of £1.8 million had no budget and would put additional pressure on the general fund. Councillor Anne Marie Sachs, Chair of the Education Scrutiny Sub-Committee, expressed disappointment that the cabinet member was not present to address this issue.

Chris Spencer, the new Executive Director for People Services, assured the committee that as the independent chair of the SEND and AB board, he would hold partners to account for their contributions to the plan. He also mentioned that Paul Hewitt, the new chair, has close ties to the Children's Commissioner for England and would advocate for shared responsibility.

The committee agreed to recommend that the Overview and Scrutiny Committee seek assurance that funding would be available from both Redbridge Council and its partners.

Councillor Nav Kaur Johal asked how lived experiences would shape the implementation of the plans. Angela Wellings responded that Empowering Parents Together (EPT), the local parent carer forum, had been a critical part of the process. She added that the services work with a variety of families, and gathering their voices is vital to ensure the plan meets their needs.

Trauma-Informed Practice in Education and Schools

The committee received a report on Trauma Informed Practice in Education and Schools from Kat Halligan, MHST supervisor/Educational Psychologist. The report detailed the Redbridge Mental Health Support Team's (MHST) efforts to promote a trauma-informed approach in educational settings and within the Education and Inclusion Directorate.

Halligan explained that trauma-informed practice recognises the impact of developmental trauma on neurological, psychological, and social development. It aims to see beyond behaviours and consider what a person needs, rather than focusing on punishment. The MHST's work involves training staff and implementing the Social, Emotional and Mental Health (SEMH) project in schools.

The SEMH project is a year-long initiative that supports emotional wellbeing and mental health across the whole school community. It involves auditing current practices, setting goals, delivering staff training, adapting school environments and policies, and offering staff supervision.

Halligan reported positive outcomes from the SEMH project, including increased staff confidence and improved behaviour within schools. For example, one secondary school saw a significant drop in suspension rates after implementing the project.

Councillor Niki J Chahal raised concerns about the language used by staff in schools and whether it was always trauma-informed. Halligan responded that the purpose of the training was to help people reframe their language and use more relational and positive phrases.

Adela Kay asked about the selection process for schools participating in the SEMH project. Halligan explained that schools currently express interest in the project, but in the future, they may approach schools to suggest their involvement.

Emotional School Avoidance

Kat Halligan also presented on the council's work on emotionally-based school avoidance (EBSA). She explained that EBSA is a difficulty attending school due to emotional reasons, and it is a symptom, not a diagnosis. The council has established a working group to support EBSA work across the local authority.

The working group has created guidance for schools, parents, and young people around school avoidance. They have also provided training to frontline staff and developed an intervention pathway for EBSA. The pathway involves early intervention, enhanced support, and targeted support for young people with sustained difficulties.

Halligan noted that the language used is important, and the council encourages the use of avoidance rather than refusal and struggling to rather than won't .

Councillor Niki J Chahal raised concerns that schools tend to focus on attendance enforcement rather than addressing the underlying emotional issues. Halligan responded that she has been working with Education Welfare to ensure that communication with parents is supportive and emphasizes working together to support the child.

Key Stage 5 Performance and Improvement

The committee received a report on Key Stage 5 performance and improvement from Agogua Okolo-Agnus, Strategic Lead for Schools Improvement. The report summarised the 2024 A-level examination results for Redbridge and detailed the strategic approach for tackling low performance.

Okolo-Agnus reported that the average point score for students was in line with national averages, but outcomes in facilitating subjects at the higher grades remained lower. Disadvantaged students performed better than non-disadvantaged students in terms of average point score and facilitating subjects. However, students with special educational needs (SEN) performed lower than national averages.

Okolo-Agnus outlined a number of strategies to address these issues, including forming a post-16 strategy group, focusing on curriculum pathways prior to post-16, and engaging with employers to create wider opportunities for students.

Councillor Niki J Chahal asked how to improve vocational and technical options in mainstream schools, given the number of SEN children there. Okolo-Agnus responded that vocational and technical education should start in primary school and focus on developing skills and disciplinary knowledge.

Work Plan and Future Meetings

The committee discussed the work plan and agreed to include an examination of school results, young people who are NEET⁴, sport in schools, and the amount of RE being offered in schools at their next meeting on 23 March 2026.