The Wandsworth Schools Forum meeting scheduled for 16 March 2026 was set to discuss the High Needs Budget for the upcoming financial year, alongside updates on therapy services and various special educational needs support projects. The forum was also scheduled to review its own membership structure for the period 2026-2030.

High Needs Budget FY 2026-27

A significant portion of the meeting was allocated to discussing the High Needs Budget for the financial year 2026-27. The report indicated that the total High Needs Block (HNB) allocation for Wandsworth for FY 2026-27 was £75.451 million. This figure includes grants from previous years, and without these rolled-in grants, the HNB would remain at £69.996 million, the same as FY 2025-26. The report highlighted that the Department for Education (DfE) is introducing a High Needs Stability Grant to support councils in managing deficits, provided they submit an approved Local SEND Reform Plan. This grant is expected to be implemented in Autumn 2026. The available HNB income for Wandsworth after academy recoupment and schools block contributions was projected to be £71.167 million. The report also detailed proposed changes in commissioned places and associated costs, as well as top-up rates for special schools, resource provisions, and mainstream schools. Investments in mainstream therapies, the SEN Support Fund, and the social works in schools programme were noted to continue. The report recommended that the Schools Forum note these allocations and budget pressures.

Therapies Update

Zarah Lowe, Lead Commissioner for Education, SEND and Health for Children's Services, was scheduled to provide a strategic update on the council's commissioned Speech and Language Therapy (SLT) and Occupational Therapy (OT) services, delivered by St George's Foundation Trust (SGFT). The council and the NHS South West London Integrated Care Board (ICB) jointly commission these services, investing over £7.3 million annually. The current contract with SGFT was due to expire on 31 March 2026, and a direct award for a two-year extension, with an option for a further two years, was being considered. The report detailed the existing commissioned therapy services, including those fulfilling statutory responsibilities for Education, Health and Care (EHCP) plans, SEN support, and early years provision. It was noted that funding for the Early Help SLT Service would transfer from General Funds to the Dedicated Schools Grant (DSG) Early Years Block from 1 April 2026, while OT for Social Care services would continue to be funded through General Funds. A new OT offer for children on SEN Support in mainstream schools was also planned, to be funded from the High Needs Block. The report highlighted that commissioned services help reduce reliance on more expensive independent therapists and showed projected cost avoidance through investing in NHS therapy services. Performance data indicated sustained improvement in statutory SLT delivery and capacity growth in OT services, despite challenges with workforce retention and sickness. Updated service specifications and Key Performance Indicators (KPIs) were to be introduced, focusing on outcomes and impact.

Special Educational Needs (SEN) Support Fund FY 2026-27

Andy Fish, Inclusion Service Manager, was set to present an updated report on the impact of the investment set aside for SEN Support projects. The report outlined plans to allocate £146,000 for FY 2026-27 to fund projects aimed at providing targeted training for mainstream primary and secondary schools. These initiatives are intended to reduce the number of Education, Health and Care Needs Assessment (EHCNA) requests and SEN suspensions. The report detailed the training delivered in the 2025-26 financial year, including programmes such as ELSA (Emotional Literacy Support Assistant), ELKLAN (speech and language support), AME (Autonomy, Motivation, Engagement) Coaching, and the Enhanced Transition Project (ETP). The impact of these projects was to be discussed, with data showing a plateau in EHC assessment requests, which contrasted with a national trend of year-on-year increases. The report also highlighted positive outcomes for Wandsworth SEN pupils compared to national averages in primary and KS4 attainment, as well as attendance rates. Proposed projects and expenditure for 2026-27 included continued funding for ELKLAN, ELSA, AME Coaching, ETP, and an extension of the PINS (Partnerships for Inclusion of Neurodiversity in Schools) project.

Enhanced Reception Transition Project (ERTP) - Update

Andy Fish was also scheduled to present a report on the proposed enhanced reception support project. The Enhanced Reception Transition Project (ERTP) pilot, which began in April 2025, aimed to support children transitioning from nursery to reception. The project focused on providing an enhanced package of support for children identified through the EY Specialist panel, particularly those with high needs or where EHCNA requests were being considered. It aimed to bring together targeted and specialist support to create bespoke transition plans. Key performance indicators (KPIs) included positive parental experiences, increased confidence from primary schools, maintained placements, full-time timetables by the end of reception, and a high percentage of pupils supported at SEN Support level without requiring an EHCNA. The report noted a decline in EHCPs for Wandsworth residents under-5, suggesting more needs were being met without formal plans. The ERTP was presented as an alternative to parents and a way to lower anxiety, allowing more time to assess children's needs. The report detailed the implementation process, the cohort of children supported in 2025/26, and the impact against agreed KPIs. Case studies illustrating the project's impact on individual children were to be presented, along with parental and school SENCO feedback. The report recommended agreeing to set aside £140,000 from the Early Years budget for Year 2 of the project.

Attention Deficit Hyperactive Disorder (ADHD) Ambassadors Programme

Emily Keeler, Inclusion Advisor, and Andy Fish were scheduled to present a report on the ADHD Ambassadors programme. The programme aims to facilitate whole-school change by developing a universal level of awareness and understanding about ADHD. It began in September 2025 with 14 participating schools and complements the PINS programme. The report highlighted the increasing national focus on long waiting lists for ADHD diagnosis and treatment, and the challenges schools face in meeting the needs of neurodivergent pupils. The programme's approach was noted to foreshadow elements of anticipated national SEND reforms. Funding for the first year had been committed, and the report recommended agreeing to set aside £22,390 for the current year from the SEN Support fund, and a total of £44,797.10 for Years 2 and 3 of the programme (July 2026 – July 2028). The proposal included developing the programme into a sustainable model, with applications opening for up to 20 schools. Key performance indicators were to include improved staff awareness and confidence, pupil wellbeing, attendance, and reduced suspensions and exclusions for pupils with an ADHD diagnosis.

Schools Forum Membership Report

Callum Wernham, Democratic Services Officer, was to present a report on the 2026-2030 Schools Forum membership model for approval. The report detailed the statutory requirements for Schools Forum membership, including the need for a broad proportionality of maintained primary, maintained secondary, and Academy sector representation, with schools and academies comprising at least two-thirds of the membership. Based on pupil numbers from Autumn 2025, a proportionate allocation of seats was proposed as 6 for maintained primary, 1 for maintained secondary, and 8 for academies. The report also noted the continued allocation of places for maintained special schools, nurseries, and pupil referral units. Two proposals for increased representation from the non-schools sector – from the Church of England Diocese and for a Trade Union representative – were to be considered. Two options for the Forum's membership structure were presented: Option A, retaining the existing structure with minor adjustments, and Option B, which included the changes from Option A plus the additional non-schools' representatives, bringing the total membership to 24. The report outlined the term of office and the process for electing members, with elections to be conducted in the summer and the new Forum convened in September 2026.

The agenda also included items for noting the forward plan for future meetings and future meeting dates for the remainder of 2026, as well as any other business.