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The government’s recent proposals regarding special educational needs and disabilities (SEND) could lead to a significant decrease in the number of students receiving essential education, health, and care plans (EHCPs) by 2035. A comprehensive survey has highlighted the dissatisfaction among parents of children with SEND, particularly those without EHCPs, indicating a pressing need for reform in how schools support these vulnerable pupils.
Survey Findings Raise Concerns
A national survey conducted by the Parent Voice Project has revealed alarming insights into the experiences of parents with children who have special educational needs. Among over 6,000 respondents, those whose children do not possess an EHCP expressed the lowest levels of satisfaction with their schools. Only 57% of these parents rated their child’s educational quality as high or very high, in stark contrast to the 68% satisfaction rate reported by parents of children with SEND who do have an EHCP.
The survey coincided with Education Secretary Bridget Phillipson’s announcement of the long-anticipated SEND proposals, which are expected to further limit the number of students eligible for EHCPs. The implications of this shift are concerning, particularly as parents are already feeling the strain of inadequate support systems.
Demand for Greater Inclusion in Mainstream Schools
The report highlights a strong desire among parents for increased inclusion of SEND students in mainstream educational settings, a cornerstone of the government’s proposed changes. However, a significant gap remains regarding the resources available to teachers. While half of all parents surveyed believe that children with SEND should be educated in mainstream schools, only 52% felt that teachers had sufficient tools to support these students. This figure drops dramatically to 38% for parents of children without EHCPs.
Fiona Forbes, founder of the Parent Voice Project, emphasised the need for consistent and visible support in schools, stating, “If reform can deliver earlier and more visible support in mainstream schools, many parents will welcome it. But the shift away from escalation will only work if families experience consistency and follow-through in practice.”
Attendance Challenges and Parental Perspectives
As the government aims to tackle rising absenteeism, with 18% of pupils now classified as persistently absent—almost double the pre-pandemic levels—the survey indicates a disconnect between government priorities and parental concerns. The ambitious target of 94% attendance has been set, with additional resources aimed at supporting SEND students. Yet, only 8% of parents listed poor attendance as a major issue for their children, with many more citing underfunding, behavioural problems, and mental health challenges as pressing concerns.
Regional disparities in attitudes towards school attendance were also noted. In the north-east of England, nearly 60% of parents supported the notion of allowing parents to withdraw their children from school at their discretion, compared to just 37% in London. One father from Oldham articulated a more flexible approach, suggesting that consistent attendance should allow for occasional absences without penalty.
Steve Mills, a headteacher involved in the report, stressed the importance of fostering trust and communication between schools and families to improve attendance rates. He remarked, “We need to make sure that, for children and parents, every day in school is a day they don’t want to miss, rather than a day they are not allowed to miss.”
Why it Matters
The findings of this survey underscore a critical juncture in the UK’s approach to supporting students with special educational needs. As the government moves forward with its SEND reforms, the concerns expressed by parents highlight a potential widening of the gap in educational equity. Without adequate resources and a commitment to inclusive practices, the proposed changes may not only fail to improve the situation for vulnerable students but could also exacerbate existing inequalities in the educational landscape. The voices of parents must be heeded to ensure that all children receive the support they need to thrive in their education.
