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As England prepares to implement major reforms in its special educational needs and disabilities (SEND) system, concerns are mounting over the ability of schools to meet these ambitious goals. The National Education Union (NEU) has raised alarm bells, asserting that a lack of adequate staffing will hinder efforts to support more children with SEND in mainstream education. This comes in the wake of government pledges to invest £4 billion by 2029 to foster a more inclusive educational environment, but teachers are voicing serious doubts about whether this funding will suffice.
The Call for Inclusion in Education
Daniel Kebede, the NEU’s general secretary, has articulated the prevailing sentiment among educators: achieving true inclusion cannot be realised “on the cheap.” In recent discussions, Education Secretary Bridget Phillipson asserted that the government is committed to investing more resources to support young people with SEND. However, the NEU argues that the proposed funding is insufficient to meet the government’s objectives.
In February, the government unveiled significant reforms aimed at enhancing the SEND framework, which includes the introduction of “inclusion bases” in every school—designated spaces dedicated to supporting pupils with special educational needs. The Department for Education (DfE) has described these changes as “once-in-a-generation” reforms designed to embed inclusion at the heart of the educational system.
Funding Shortfalls Highlighted
The government has earmarked an additional £4 billion over the next six years to facilitate these changes, with £1.6 billion allocated specifically for early years, schools, and colleges as part of an “inclusion fund.” A further £1.8 billion is intended to provide expert support during the transition, alongside additional funding for training and local authorities.
However, the NEU warns that this funding will not adequately address the needs of schools. Kebede pointed out that the allocation translates to the equivalent of only one part-time teaching assistant for primary schools and two for secondary schools. He further emphasised that schools are already struggling to accommodate even modest pay increases for teachers, suggesting that the inclusion fund would merely serve to mitigate the effects of chronic underfunding.
“We all recognise that the government faces tough economic choices,” Kebede acknowledged. “However, investing in education today will yield significant savings in the future.”
Teachers Express Concerns
Ahead of its annual conference in Brighton, the NEU conducted a survey involving over 13,000 educators, revealing that a staggering 86% of teachers believe that inadequate staffing presents a significant barrier to inclusion. Additionally, 73% cited workload as a major obstacle, while others highlighted concerns about class sizes, staff training, and the struggle to obtain specialist help for children in need.
One of the central proposals of the SEND reforms is the development of Individual Support Plans (ISPs) for every child with special educational needs, aimed at ensuring that a greater number of these children receive support within mainstream schools. The government envisions a future where schools become more inclusive, featuring sensory spaces and greater access to specialists like speech and language therapists.
By 2035, only children with the most complex needs will qualify for an Education, Health and Care Plan (EHCP), which outlines the support these pupils are entitled to. While the number of children with EHCPs has nearly doubled over the past decade, the government hopes that these reforms will eventually stabilise this figure.
The Role of Teaching Assistants
Research conducted by the National Foundation for Educational Research (NFER) indicates that while progress is being made in the recruitment and retention of teachers, a troubling trend is emerging with teaching assistants. The charity projects that approximately 20% of support staff may leave the education sector within the next two years, a situation that could exacerbate the challenges faced by schools in meeting the needs of students with SEND.
Teaching assistants play a crucial role in providing individualised support to students with special educational needs, making their potential departure a significant concern for educators.
Engaging with the Community
In response to the NEU’s critique, the DfE reaffirmed its commitment to supporting schools through the £4 billion investment, stating that it is “fiercely ambitious for every single child.” The government is currently soliciting feedback from parents and educators on its proposals, with the impact of these reforms expected to be a focal point of discussion at the upcoming NEU conference.
The political landscape surrounding education funding is also shifting, as the leader of the Green Party, Zack Polanski, is slated to address union members, highlighting growing discontent among educators and the need for increased support.
As the NEU prepares to gauge its members’ sentiments regarding potential industrial action over pay, the report from the independent body reviewing teachers’ salaries is anticipated to shape discussions in the coming year.
Why it Matters
The successful implementation of SEND reforms hinges on the ability of schools to adequately staff and support their initiatives. With the stakes higher than ever for vulnerable students, the ongoing dialogue about funding and resources is critical. The outcome of these discussions will not only affect the educational landscape but will ultimately determine the life chances of countless children relying on inclusivity in their schooling. As teachers advocate for better support, their voices must echo through the corridors of power to ensure that every child has the opportunity to thrive in an inclusive educational environment.
