The UK government is poised to implement significant reforms to the special educational needs and disabilities (SEND) system, as leaked proposals highlight a comprehensive review of how support is allocated to children. With councils projected to spend £14.8 billion on SEND this year—an increase from £5 billion a decade ago—stakeholders are expressing their apprehensions regarding the efficacy and sustainability of the current framework.
A Critical Examination of Current SEND Practices
The impending Schools White Paper, which outlines the government’s strategy for SEND reform, is expected to be released imminently. However, preliminary details have surfaced, revealing plans that could reshape the landscape of SEND support. Families, educators, and local authorities have shared their insights with BBC News about the existing challenges and aspirations for improvement within the system.
Ailith, a mother whose daughter Thalia has Down’s syndrome, emphasised the importance of education, health and care plans (EHCPs). These legal documents define a child’s specific needs and outline the support they should receive. Ailith expressed concern over the proposed changes, which include reassessing EHCPs after primary school and again following GCSEs. “With the current system already struggling to manage one assessment, introducing three raises serious concerns about capacity, resources, and who will ensure plans are followed through,” she warned. Her fears centre around the possibility that children with lifelong conditions could be subjected to unnecessary evaluations, potentially jeopardising their access to critical support.
The Voices of Experience: Insights from Families
Kadeem’s story illustrates the impact of inadequate support on mental health and educational outcomes. Diagnosed with oppositional defiant disorder (ODD) at the age of nine, he faced multiple exclusions from schools, ultimately leading to isolation and a deterioration in his behaviour. “Exclusion can play a huge factor in children’s mental health,” he noted, advocating for a more nuanced approach where the focus shifts from punitive measures to understanding individual needs. Kadeem envisions smaller class sizes and regular breaks as essential components for fostering a more supportive educational environment.
Aimee, a mother of three children with SEND, highlighted the pressing need for adequate provision, noting that families frequently find themselves navigating the tribunal system to secure appropriate support. “Tribunals take place when there are disputes between local authorities and parents who believe their child isn’t getting the right help,” she explained. The emotional toll of this process, coupled with the financial burden of assessments and legal representation, compounds the stress experienced by families. Aimee’s successful challenge against her local council to secure a suitable placement for her son was a transformative experience, yet she lamented the difficulties inherent in the system.
The Call for Systemic Change
Marsha, founder of the Black SEN Mamas network, highlighted the unique challenges faced by families from diverse backgrounds. She asserted that these families often encounter additional barriers, with unconscious biases influencing the decisions that affect their children’s education. Marsha is particularly concerned about the proposed reduction in the number of children retaining EHCPs as they transition to secondary school. “Children’s rights are being compromised, and their needs don’t disappear—they escalate when unsupported,” she stated, advocating for reforms that include specialised training for educational staff to combat systemic biases.
Penny, a teaching assistant with over two decades of experience, echoed the sentiments of her peers regarding the urgent need for better resourcing within mainstream schools. She noted that as experienced educators leave the profession, the system risks becoming overwhelmed. “Staff are routinely asked to supervise playgrounds of over 300 pupils, with no time to implement individual support plans or interventions,” she lamented. Penny believes that the government’s proposed changes should focus on enhancing the support available to children with SEND in mainstream education, calling for stronger leadership and better-trained personnel.
The Financial Strain on Local Authorities
Concerns regarding funding permeate discussions about SEND reform. Russell, the head teacher of a school in Lancashire, pointed out that both the quantity and distribution of funding for SEND support are critical issues that need addressing. With over 300 students registered for SEND support at his school, he highlighted the need for increased specialist staff and improved facilities to broaden educational provision. “Honest, practical conversations are vital to meeting young people’s needs effectively,” he stated.
Councillor Bill Revans, leader of Somerset Council, articulated the urgent need for reform to prevent the SEND system from becoming financially unsustainable. He reported a doubling in demand for EHCPs over the past five years, which has led to rising costs and longer waits for families seeking assessments. “Anything short of root-and-branch reform risks trapping councils in a vicious cycle of overspending and worsening services for families,” he warned. Somerset Council is planning to create over 250 new high-needs places within mainstream schools, but Revans emphasised that collaborative efforts with the government are essential for meaningful change.
Why it Matters
The proposed reforms to the SEND system represent a critical juncture for children with special educational needs and disabilities across England. As families and educators voice their concerns, the government must carefully consider the implications of its decisions. The balance between fiscal responsibility and ensuring that vulnerable children receive the support they deserve is delicate and complex. Ultimately, the efficacy of these reforms will be judged not just by their financial outcomes but by their capacity to foster inclusive and supportive educational environments for all children.
