**
The National Education Union (NEU) has raised alarms regarding the government’s ambitious plans to enhance support for children with special educational needs and disabilities (SEND) in mainstream schools. Union leaders argue that without adequate staffing, the proposed reforms aimed at fostering inclusion are unlikely to succeed. This sentiment underscores a growing concern among educators who feel the current funding levels and resources do not align with the government’s objectives.
Staffing Shortages Threaten Inclusion Goals
Daniel Kebede, the NEU’s general secretary, has expressed that the prevailing sentiment among teachers is that achieving true inclusion cannot be accomplished without significant investment. “Inclusion cannot be done on the cheap,” he remarked, emphasising the need for a robust workforce to support the diverse needs of students. This perspective comes in the wake of Education Secretary Bridget Phillipson’s assurances of increased funding aimed at improving educational outcomes for vulnerable children.
This February, the government unveiled sweeping reforms to the SEND system, introducing initiatives such as “inclusion bases” within schools, which are dedicated spaces designed to cater to the needs of pupils with SEND. The Department for Education (DfE) has characterised these reforms as “once-in-a-generation” changes intended to place inclusion at the heart of the educational framework.
Funding Concerns Persist
The government has earmarked an additional £4 billion to be allocated by 2029 to prepare schools for these changes, with £1.6 billion designated for early years, schools, and colleges over the next three years. However, the NEU contends that this funding falls short of what is necessary. According to their analysis, the proposed inclusion fund would effectively provide the average primary school with the equivalent of just one part-time teaching assistant, while secondary schools would receive support for only two assistants.
Kebede highlighted the financial strain schools are under, particularly in light of potential pay increases for teachers. He noted, “Schools will struggle to fund even a 2% rise in teachers’ salaries from their existing budgets.” The union argues that while the government’s intent to bolster support is apparent, the current measures merely mitigate the effects of chronic underfunding.
Teachers and Support Staff Advocate for Change
In preparation for its annual conference in Brighton, the NEU conducted a survey involving over 13,000 members, which revealed alarming insights. A staggering 86% of teachers reported that a lack of staffing was a significant barrier to achieving inclusion, while 73% cited workload concerns. Additionally, educators expressed frustration with large class sizes and the challenges of accessing specialised support for identifying and meeting the needs of children.
Among the proposed reforms is the introduction of Individual Support Plans (ISPs) for every child with SEND, aiming to ensure that more students can have their needs met within mainstream settings. The government’s vision includes enhancing school environments with sensory spaces and improving access to specialists, such as speech and language therapists. However, by 2035, only children with the most complex needs will qualify for an education, health, and care plan (EHCP), raising questions about the adequacy of support for those who may still require it.
The Road Ahead for SEND Reform
As the NEU prepares to discuss these critical issues at its conference, the conversation is expected to focus on the implications of the proposed reforms and the realities of current staffing levels. Recent research from the National Foundation for Educational Research (NFER) indicates that while teacher recruitment efforts are showing progress, there is a concerning trend of teaching assistants leaving the profession, with estimates suggesting that one in five support staff may exit the school system by 2025. Given their pivotal role in providing tailored support to children with SEND, this trend poses a serious risk to the successful implementation of the reforms.
In response to the NEU’s critiques, the DfE has reiterated its commitment to supporting schools through the £4 billion investment, describing its ambitions for every child as “fiercely ambitious”. The government is currently engaging in consultations to gather feedback from parents and schools regarding the proposed changes.
Why it Matters
The success of the SEND reforms hinges not only on the government’s promises of increased funding but also on addressing the fundamental staffing shortages that have long plagued schools. As educators voice their concerns, it becomes increasingly clear that without substantial investment in both financial resources and human capital, the aspirations for a truly inclusive educational environment may remain out of reach. The voices of teachers and support staff highlight the urgent need for a balanced approach that recognises the integral role they play in shaping the future of education for all children.
