FAQs about the Education Strategic Plan
What are the key themes and overarching priorities?
Several interconnected themes emerge across the plan, indicating the LA's priorities for improving education and support for all children and young people in Solihull:
Addressing rising SEND needs: There is an increasing number of children and young people with Special Educational Needs and Disabilities (SEND), especially those with Severe Learning Difficulties (SLD), Social, Emotional and Mental Health Needs (SEMH), and autism (ASD) needs, placing strain on current resources. This is driving the need for more places in specialist settings and different support within mainstream schools.
Improving inclusion and belonging: A strong emphasis continues to be placed on fostering a sense of belonging for all children. This includes further embedding Equity, Diversity, and Inclusion (EDI) initiatives, strengthening Universal Design for Learning (UDL) principles, and ensuring there is sufficient provision so all children and young people can be educated within their local community.
Improving collaboration and communication: Enhanced partnership working between the LA, schools, parents, and other stakeholders is central to several projects, with a focus on information sharing, clear processes, and consistent messaging. This is especially true when looking at transition between schools and quality assurance.
Enhancing early intervention and preventative support: Several projects highlight the need to intervene early to address potential barriers to learning and prevent escalation to more costly interventions and placements. This included focus on early years settings, outreach, and a support first approach.
Strengthening data-driven decision making: There is a clear desire for improved data collection and analysis across all systems, from understanding post-16 outcomes to identifying trends in SEND needs and exclusion rates.
Financial sustainability and value for money: A number of projects focus on optimising resources, addressing budget deficits and income revenue, reducing reliance on costly out-of-borough placements, and ensuring services deliver value for money.
What does presence, participation, and progress mean?
In education, presence, participation, and progress are interconnected concepts.
Presence refers to being physically and emotionally present in the learning environment, while participation involves actively engaging in learning activities. Progress represents the advancement in learning and achievement over time.
These three elements are often seen as a hierarchy, with presence being foundational for participation, which in turn enables progress.
Presence: Ensuring that all children and young people are supported to attend their local Early Years, school, or post 16 setting regularly; and on time
Participation: Creating a climate within educational settings where all children and young people feel welcome and valued
Progress: Developing policies and practices that maximise the achievement and ambitions of all children and young people