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As children across England return to school after the half-term break, parents of those with special educational needs and disabilities (SEND) are awaiting significant announcements from the government regarding proposed reforms. Education Secretary Bridget Phillipson is set to unveil plans aimed at addressing the escalating number of children requiring SEND support, shifting the responsibility for individualised support and therapy from local councils to schools. This change comes at a time when the system is under immense pressure, with increasing demand and dwindling resources.
The Growing Need for Change
The landscape of SEND education in England is facing a crisis. Over the past decade, the number of children identified as needing special educational support has doubled. Current estimates suggest that one in ten children within the school system may soon require assistance. Alexandra Topping, a political correspondent closely monitoring these developments, emphasises that this surge necessitates a comprehensive response from the mainstream education framework.
“This is an issue that fundamentally requires significant funding to rectify,” Topping states, pointing to the financial strain local councils are experiencing. The reforms are a direct response to the challenges posed by a system that many agree is failing—parents often find themselves in protracted battles for support, while local authorities grapple with burgeoning costs.
Financial Strain and Systemic Inefficiencies
Since the introduction of reforms in 2014 that expanded access to Education, Health and Care Plans (EHCPs), the costs associated with SEND provisions have skyrocketed. The current financial model is unsustainable; councils report a staggering £6 billion deficit in SEND funding, which has left them unable to meet the needs of children in their care.
Parents describe the lengthy and often adversarial process of securing an EHCP as exhausting, leading to a pervasive sense of mistrust in the system. “The system does not work at the moment,” Topping reflects, highlighting the urgent need for a more effective approach.
Proposed Reforms and Parental Concerns
The Labour government’s proposed reforms aim to make mainstream schools more inclusive, providing necessary support from the outset rather than through contentious legal battles. The intention is to integrate speech and language therapy and occupational support directly into school programmes, thereby reducing reliance on EHCPs as the only route to securing assistance.
However, this approach has raised concerns among parents who view EHCPs as essential legal protections. “For many, the EHCP is the only enforceable guarantee they have,” Topping explains. The fear is that reforms may dilute these protections, leaving vulnerable children without adequate support.
The Wider Context: Societal Implications
Underlying these reforms is a broader social and economic argument. If children’s needs go unaddressed during their formative years, the implications could extend into adulthood, affecting employment opportunities and societal contributions. Topping notes that parents forced to leave the workforce to provide support for their children may also hinder the government’s economic ambitions.
This systemic issue is compounded by local authorities pushing for changes to transport policies, suggesting that families with higher incomes should contribute to transport costs for children with SEND. Critics argue that such measures could further marginalise disabled children and undermine their right to education.
Why it Matters
The proposed SEND reforms represent a pivotal moment for children with additional needs in England. As the government seeks to create a more inclusive educational environment, the stakes are high. A successful transformation of the SEND system could not only improve the educational experiences of countless children but also reshape societal attitudes towards disability and inclusion. However, the path forward is fraught with challenges, and the concerns of parents must be addressed to ensure that these reforms lead to genuine improvements rather than unintended consequences. The outcome of this initiative will ultimately resonate far beyond the classroom, influencing the lives of children and families for generations to come.
