4 Q2 2023–24 Q3 2023–24 Q4 29 speech, language and communication needs of 0–5-year-olds, there was a consensus that children’s developmental trajectories have been disrupted by the social isolation experienced during the pandemic. While some DCSs associated these developmental issues with health inequalities and family deprivation, they were evident across family demographics. DCSs questioned if EHCPs were the appropriate mechanism to address such developmental needs in the early years. The chances of a primary school child with SEND having an EHCP is higher if they live in an affluent area rather than in a deprived area, even within the same local authority (Campbell, 2023), and DCSs noted that parental expectations play a large part in the increase in demand for ECHP assessments. A national shortage of educational psychologists delays the completion of ECHP assessments. Assessment decisions taken to tribunal in 2022–23 increased by 24% on the previous year; of these, 98% of decisions find in favour of parents (Ministry of Justice, 2023). Educational reforms in recent years have impacted on local authorities’ abilities to meet a range of duties. The proportion of academisation varies significantly by local authority but nationally around 80% of secondary schools and around 40% of primary schools are academies, directly funded by and accountable to the DfE. While local authorities have statutory duties regarding all learners and schools in their area in relation to school place planning, special educational needs and safeguarding, SP9 respondents articulated ongoing struggles in meeting these duties. The DfE’s regional directors now make decisions over opening and closing schools in an area, and academies can set their own admissions policies. Local authorities have bee