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In a recent announcement, the National Education Union (NEU) has expressed serious concerns regarding the government’s ability to implement its planned reforms aimed at enhancing support for children with special educational needs and disabilities (SEND) within mainstream schools. The NEU highlights that without sufficient staff, these ambitious goals may remain unattainable, echoing a broader sentiment among educators that inclusion cannot be achieved with inadequate resources.
Insufficient Staffing Poses a Challenge
Daniel Kebede, the general secretary of the NEU, emphasised that teachers across the country share a common frustration: inclusion cannot be effectively realised “on the cheap.” This critical insight comes as the government seeks to reshape the SEND landscape, introducing significant reforms designed to create more inclusive educational environments.
Education Secretary Bridget Phillipson defended the government’s commitment to SEND reform during an appearance on Sunday with Laura Kuenssberg, asserting that ministers are “investing more” to support vulnerable young people. However, many educators believe that the financial backing falls short of what is required.
In February, the government unveiled a comprehensive strategy for SEND reforms, which includes the establishment of “inclusion bases” in all schools—dedicated spaces aimed at supporting pupils with SEND. The Department for Education (DfE) has characterised these changes as “once-in-a-generation” reforms intended to prioritise inclusion in educational settings.
Funding Concerns from Educators
The government has pledged an additional £4 billion in funding for SEND support by 2029, with an immediate allocation of £1.6 billion directed towards early years, schools, and colleges. This funding is part of an “inclusion fund” to prepare institutions for the upcoming changes. However, the NEU argues that this financial support is inadequate, estimating it translates to merely one part-time teaching assistant for primary schools and two for secondary schools.
Kebede voiced concerns that schools will struggle to accommodate even a modest pay increase for teachers, projecting a dire situation where the inclusion fund only serves to “soften the blow of underfunding.” He noted, “If the government invests in education today, it will save much more in the future.”
Ahead of its annual conference in Brighton, the NEU conducted a survey involving over 13,000 educators, revealing that an overwhelming 86% identified inadequate staffing as a significant barrier to effective inclusion. Additionally, 73% cited excessive workloads as a hindrance, while concerns about class sizes and training were also prevalent.
The Need for Individual Support Plans
Among the proposed reforms is the introduction of Individual Support Plans (ISPs) tailored for each child with special educational needs. The government aims to ensure that more children receive the support they require within mainstream settings, bolstering inclusion through sensory spaces and improved access to specialists like speech and language therapists.
By 2035, the government plans to restrict Education, Health and Care Plans (EHCPs) to only the most complex cases, hoping to reverse the trend of increasing EHCP numbers, which have nearly doubled over the past decade. However, the NEU raises concerns about the potential impact of these changes on teachers’ workloads, as the responsibility for developing ISPs will largely shift to schools.
Kebede reiterated the union’s commitment to inclusive education but stressed, “There is just not the adequate funding or staffing levels to meet that aspiration.” He highlighted that while teachers and support staff are eager to foster an inclusive educational environment, the current demands are overwhelming, with limited resources pushing them to their breaking point.
The Broader Impact of Staffing Shortages
Recent research from the National Foundation for Educational Research (NFER) underscores the mounting pressures on schools as they brace for these reforms. The data indicates that while teacher recruitment efforts are showing some success, a concerning trend is emerging: the number of teaching assistants leaving the profession is increasing, with estimates suggesting that around one in five support staff may exit between the 2023/24 and 2024/25 academic years.
Teaching assistants play a vital role in offering individual support to children with special educational needs, a function that becomes increasingly critical in light of the proposed reforms. Their potential departure from schools raises urgent questions about the future of SEND support.
In response to the NEU’s concerns, the DfE reiterated its commitment to the £4 billion investment, asserting its ambition for every child to thrive. The government is currently seeking feedback from parents and educators on the proposed reforms, emphasising the importance of community engagement in shaping the future of SEND support.
The NEU conference will serve as a platform for further discussion on these pressing issues, with the political landscape also shifting as leaders like Zack Polanski of the Green Party gain traction among educators. As the NEU contemplates potential industrial action regarding pay, the outcomes of these discussions will significantly impact the future of SEND reforms.
Why it Matters
The implications of insufficient staffing and funding in the realm of SEND support extend far beyond the classroom. Educators are at the forefront of nurturing the next generation, and their ability to provide inclusive education is essential for the well-being and development of all children. As the government pushes forward with its reforms, addressing the very real concerns raised by teachers and support staff will be crucial. Without adequate resources, the dream of an inclusive educational system may remain just that—a dream, rather than a reality. Ensuring that every child receives the support they need is not just a matter of policy; it’s a societal obligation that demands immediate and thoughtful action.
