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The National Education Union (NEU) has raised serious concerns that the ambitious reforms aimed at enhancing support for children with special educational needs and disabilities (SEND) in mainstream schools are at risk due to a lack of sufficient staffing. As schools brace for significant changes announced by the government, educators express anxiety about their ability to deliver on these promises without adequate resources.
A Call for Greater Investment
Daniel Kebede, the NEU’s general secretary, emphasised that teachers across England are feeling the strain of trying to achieve greater inclusion without the necessary funding. “Inclusion cannot be achieved on the cheap,” he stated, reflecting a sentiment that resonates deeply within the teaching community. Education Secretary Bridget Phillipson, however, maintains that the government is committed to enhancing support for vulnerable young people, noting an investment of £4 billion by 2029 to facilitate these changes.
In February, the government unveiled its most significant reforms to the SEND system in a decade. These plans include the creation of “inclusion bases” in every school, designed to provide dedicated environments for students with SEND. The reforms are intended to ensure that more children can receive tailored support within mainstream education settings.
Concerns Over Funding and Staffing
Despite the government’s assurances, the NEU argues that the funding allocated will fall short of what is needed to meet the proposed goals. They estimate that the inclusion fund translates to merely one part-time teaching assistant for an average primary school and two for a typical secondary school. Kebede pointed out that schools are struggling to accommodate even a modest pay increase for teachers within their budgets, stating, “The inclusion fund will merely soften the blow of underfunding.”
In a recent survey carried out by the NEU, which included responses from over 13,000 educators, a staggering 86% of teachers identified inadequate staffing levels as a major barrier to achieving inclusion. Workload was another critical concern for 73% of those surveyed, alongside issues like class sizes and the challenge of securing specialist support for children’s needs.
The Drive Towards Individual Support Plans
One of the core components of the SEND reforms is the introduction of Individual Support Plans (ISPs) for every child with special educational needs. The government aims to increase the number of children whose needs can be met in mainstream schools by enhancing facilities, such as sensory spaces, and improving access to specialists like speech and language therapists.
However, the NEU is worried about the implications of these plans on teachers’ workloads. Kebede remarked, “While we all support the goal of more inclusive education, the reality is that there are not enough resources or staff to meet these aspirations.” The pressure on educators is palpable, as they strive to provide quality education with limited resources.
The Broader Context
Recent findings from the National Foundation for Educational Research (NFER) highlight the ongoing challenges within the education sector. Although there has been progress in recruitment and retention of teachers, a concerning trend is emerging: a significant number of teaching assistants are leaving their roles. It is estimated that one in five support staff will exit the education system between 2023 and 2025. This loss is particularly troubling as teaching assistants play a crucial role in offering individualised support to children with SEND.
In response to the NEU’s concerns, the Department for Education reiterated its commitment to the £4 billion investment and described its vision for educational reform as “fiercely ambitious.” The department is currently seeking input from parents and schools as part of its consultation on the proposed changes, with discussions expected to dominate the agenda at the NEU’s upcoming annual conference.
Why it Matters
The success of the SEND reforms hinges not only on government investment but also on the support and resources available to teachers and support staff. As educators grapple with overwhelming workloads and inadequate staffing, the prospect of achieving genuine inclusivity for all children hangs in the balance. Without a concerted effort to address these issues, the aspirations for a more inclusive educational framework may remain out of reach, leaving vulnerable students without the support they need to thrive.
