Safety Valve and Delivering Better Value programmes

Monitoring the impact of money saving programmes on SEND funding at a local level.

The impact of efficiency

The Department for Education’s (DfE’s) Safety Valve (SV) and Delivering Better Value (DBV) programmes target the local authorities (LAs) with the biggest Dedicated Schools Grant (DSG) deficits because of the high spend on their high needs budgets.

  • The SV programme targets LAs with the highest percentage deficits. 

  • The DBV programme targets LAs with slightly smaller deficits. 

  • The Education and Skills Funding Agency (ESFA) is also working with any remaining authorities that have DSG deficits. 

The stated aim of all three programmes is to establish sustainable high needs budgets for the LAs. 

Implications and concerns

The NEU has concerns about the implications of these programmes for SEND provision, as the aim of ‘making savings’ often leads to cuts in services or the loss of quality of provision.

The programmes aim to achieve sustainable budgets by reducing demand for EHCPs and reducing the use of very high-cost specialist provision. Reducing demand for EHCPs should mean that children and young people with SEND have their needs identified early and support provided promptly, so that needs do not escalate. 

For this to succeed, schools need to be resourced and teachers supported appropriately.

Is your LA included?

See which local authorities are included in each programme.

Discover

Lessening the impact

To ensure that  Government plans do not threaten the quality or amount of SEND funding in schools, NEU representatives must question their local authority’'s approach:

  • Will LA plans put pressure on other parts of the school system?
  • Is there a risk that the aim for ‘greater efficiency’ will lead to cuts in services or a lower quality of services in practice?
  • Do the plans take into account the pressures on services and the local education system more widely?
  • Will early intervention planning increase much-needed resources to mainstream schools and other services which provide early intervention?

Some LAs use overly bureaucratic application arrangements to delay or refuse assessments which are likely to be unlawful and should be opposed. 

Efficiency must equal early support and intervention, and not risk escalating support needs.

These questions should be asked about the impact of these programmes on the LA's high needs budget:

  • Is the extra funding provided adequate to deliver the SV or DBV programme?
  • Is the NHS providing financial support for the EHCPs of children in mainstream and special schools?
  • Are there transfers taking place from the DSG to the High Needs Block?
Gap between actual and necessary high needs funding 2015-24

The gaps between necessary and actual high needs funding 2015-24

Actions for branches and regions: 

Regional staff should support branches in questioning local authorities, contacting SENCOs and members and ensure that where issues are raised, they lead to action by the union.

Branches should be supported to:

  • Ensure school funding is on the agenda of branch meetings and send this briefing out to members
  • Contact SENCOs in your area and collect their feedback on issues they are facing and any concerns or questions on Safety Valve or Delivering Better Value plans. Respond to any feedback with updates on action and responses.
  • Put a call out to your members for feedback on accessing specialist support services, including barriers and waiting times for assessment and support
  • Request feedback from members on health and carer services supporting pupils with EHCPs, including whether or not the required costs are being met
  • Report back to your region about concerns and issues being highlighted by members
     
Teacher in front of class, on student has hand up

Preventing and reducing exclusions

There are many policy decisions made at national level which impact on whether we are building the capacity of the education system to ensure inclusion.

Teacher with SEND pupil

SEND

Building inclusion in schools and colleges.

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