**
The UK government has announced a significant investment aimed at improving the inclusivity of mainstream schools for students with special educational needs and disabilities (SEND). Over the next three years, £1.6 billion will be directed to schools, early years settings, and colleges, alongside an additional £1.8 billion allocated for access to specialist support services, including teachers and speech and language therapists. This funding initiative is part of a broader overhaul of the SEND system, with comprehensive proposals expected to be unveiled in the near future.
Funding Breakdown and Future Plans
The recent funding announcement forms a core component of the government’s strategy to reform the SEND framework, which has faced criticism for years due to perceived inadequacies and underfunding. Teaching unions have expressed scepticism regarding the sufficiency of the funding, with some indicating that the amount pales in comparison to what is necessary to rectify the long-standing issues in the system.
Further complicating the situation, leaked details regarding the government’s SEND proposals have raised concerns among disability charities and advocacy groups. Among these details is a plan to reassess children’s education, health, and care plans (EHCPs) after they transition from primary school and again after completing their GCSEs. Critics warn that this could lead to many children losing their EHCPs, particularly those who may require continued support during their secondary education years.
Concerns About Reassessments
Currently, only about 480,000 of the 1.7 million pupils with SEND in England possess EHCPs, which outline the support they are entitled to receive. Dame Rachel De Souza, the Children’s Commissioner for England, acknowledged the apprehension felt by parents regarding the proposed changes. “No child should lose their plan,” she stated emphatically, particularly since children with EHCPs typically have significant needs. However, she also advocated for a new, less medicalised system that could potentially streamline support for these pupils.
Minister for School Standards Georgia Gould responded to these concerns, asserting that the new framework would be designed to ensure improved support for children with SEND, promising a system that feels fundamentally different from the current one. Education Secretary Bridget Phillipson also reassured the public that effective support would not be withdrawn, emphasising that the government is committed to increasing, rather than decreasing, investment in SEND provisions.
Mixed Reactions from Educational Leaders
The funding announcement has elicited varied responses from educational leaders and unions. Matt Wrack, General Secretary of the NASUWT union, described the £1.6 billion over three years as a modest sum, arguing that it cannot realistically address the extensive reforms needed to make meaningful changes. Meanwhile, Luke Sibieta from the Institute for Fiscal Studies noted that, while the funding represents a significant adjustment, the path to reform is likely to be lengthy and complex. He stressed the necessity of developing a new funding model to ensure that resources are effectively allocated where they are most needed.
Shadow Education Secretary Laura Trott has called for more clarity regarding the funding’s source, insisting that families deserve guarantees that no child with an EHCP will lose their essential support. Liberal Democrat leader Ed Davey echoed this sentiment, advocating for early intervention strategies and universal screening to ensure that each child is given the best chance to thrive.
The Importance of Teacher Training
Another crucial aspect of the funding initiative involves a £200 million investment in teacher training, aimed at equipping educators to better support pupils with SEND. This initiative has been widely welcomed by school leaders, who have long advocated for enhanced training opportunities. Claire Robertson, head teacher at Cherry Fields Primary School, highlighted the importance of comprehensive training that extends beyond individual support, encompassing lesson planning and classroom design to create a more inclusive educational environment.
The government has also set an ambitious goal to reduce the attainment gap between disadvantaged students and their peers by the time children born during this parliamentary session complete secondary school. Full details of the government’s planned reforms are expected to be released imminently.
Why it Matters
The government’s commitment to investing in SEND provisions represents a pivotal moment for inclusive education in England. By addressing the funding and support structures in place for pupils with special educational needs and disabilities, the initiative has the potential to transform educational outcomes for countless children. However, the success of these reforms hinges on the government’s ability to manage the transition effectively and ensure that no child loses the support they desperately need. With strong scrutiny from unions and advocacy groups, the upcoming proposals will be critical in determining the future landscape of SEND support in England.
