Data is heavily relied upon throughout a diagnostic, as it is used to identify priority areas and provide an understanding of how we can aim to tackle the key challenges in those areas. This is data that many LAs record and store in their management information systems such as pupil level data. The more data you can use, the richer the evidence base you will have for making the most effective change. As a result, data set-up will be a crucial element to a successful diagnostic.

• What data do we need and why?
• What is the best way to structure the data to most easily draw insights from it?
• How do you validate this data and why is that important?

Given the number of activities and level of engagement required throughout a diagnostic, there are numerous practicalities that are useful to establish to ensure it runs smoothly. From engaging wider service colleagues through governance forums to setting up specific project working groups, all these considerations are important to discuss before carrying out diagnostic activities.

• Building a working group and distributing responsibility
• Practical considerations when undertaking diagnostic activities
• Setting up engagement forums to maintain consistent contact with the main stakeholder groups

Many local areas have experience of engaging all partners in service design and policy development, and any diagnostic activity should build on this to meaningfully engage these local partners. This could range from simply outlining the approach and purpose of the diagnostic or setting up forums to share findings with them. In some cases, local areas have involved key stakeholders in project working groups to give them the platform to share their opinions and experiences, as well as play a role in shaping the implementation plans with them.

Engaging partners and stakeholders in this way ensures that the approach focuses on improving outcomes for children, young people and their families. It is a fundamental characteristic of a diagnostic and to do this, we must listen to challenges from the perspectives of those experiencing and working in the system every day.

• Children and young people (CYP) 
• Parent carer forums (PCFs) and wider parents & carers
• Education settings (headteachers, senior leaders, SENCOs, teachers and governors)
• Health, social care and wider partners
• LA SEND Services

Not only is their involvement throughout the diagnostic activities important, but their awareness of the potential impact this work could have on their role within the SEND system will contribute to a successful improvement plan.