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As England prepares to implement sweeping reforms aimed at enhancing support for children with special educational needs and disabilities (SEND), the country’s largest teaching union has sounded the alarm over a critical shortage of staff. The National Education Union (NEU) has voiced concerns that without adequate personnel, the government’s ambitious plans for inclusion in mainstream schools may falter.
Union Voices Concerns Over SEND Reforms
Daniel Kebede, the NEU’s general secretary, emphasised a prevailing sentiment among educators: that inclusion cannot be achieved without appropriate funding and staffing. Speaking on the BBC’s Sunday with Laura Kuenssberg, Kebede stated that the current environment leaves teachers feeling overwhelmed, as they are expected to promote inclusion “on the cheap”.
Education Secretary Bridget Phillipson, in response, highlighted the government’s commitment to investing in SEND reforms, pledging an additional £4 billion by 2029 to support schools in adapting to these changes. This funding is intended to bolster the establishment of “inclusion bases”—dedicated spaces within schools designed specifically for pupils with SEND.
Funding Shortfalls and Staffing Challenges
Despite the promise of increased funding, NEU representatives argue that the financial support falls short of what is necessary. The union claims that the allocation translates to only a part-time teaching assistant for the average primary school and two for the average secondary school, which is insufficient to meet the heightened demands of the new SEND framework.
Kebede expressed further concerns about the broader implications of funding cuts, noting that even a modest pay increase for teachers would strain already tight budgets. “The inclusion fund will merely soften the blow of underfunding,” he remarked, stressing that investment in education today could lead to significant savings for the government in the long run.
Ahead of the NEU’s annual conference in Brighton, a survey of over 10,000 teachers and 3,000 support staff revealed that 86% of respondents identified inadequate staffing as a major barrier to achieving successful inclusion. Additionally, 73% cited heavy workloads as a significant challenge, highlighting the urgent need for both more personnel and better training to support teachers in this ambitious endeavour.
The Government’s Vision for Inclusion
The government’s SEND reforms include a proposal for schools to draft Individual Support Plans (ISPs) for every child with special educational needs. The aim is to ensure that many more children can receive the support they need within mainstream education, rather than relying solely on specialised provisions.
To facilitate this, the government envisions a more inclusive educational environment, including the creation of sensory spaces and improved access to specialists such as speech and language therapists. However, by 2035, it is anticipated that only those with the most complex needs will qualify for an education, health, and care plan (EHCP), which outlines the support that pupils are entitled to.
Recent data indicates that the number of children with EHCPs has almost doubled over the past decade. While the government expects this trend to continue in the short term, it hopes that the planned reforms will eventually stabilise these numbers.
Rising Pressure on Support Staff
The NEU’s concerns are compounded by recent findings from the National Foundation for Educational Research (NFER), which suggest that while teacher recruitment is improving, the exodus of teaching assistants is becoming increasingly problematic. The report estimates that approximately one in five support staff may leave the profession between the 2023/24 and 2024/25 academic years. Given the pivotal role teaching assistants play in supporting students with SEND, this trend could have serious repercussions for the implementation of the reforms.
In light of these challenges, the Department for Education (DfE) maintains that its £4 billion investment demonstrates a strong commitment to supporting schools. The DfE is currently consulting with stakeholders, including parents and educators, to gather feedback on the proposed changes.
As the NEU prepares for its conference, there is a palpable sense of urgency surrounding the discussions. The presence of Green Party leader Zack Polanski, who is expected to speak to union members, underscores the political dimension of these reforms. Kebede noted that Polanski has emerged as a popular figure among educators, signifying a potential shift in political loyalties among NEU members.
Why it Matters
The successful implementation of SEND reforms is crucial not only for the future of children with special educational needs but also for the educational landscape as a whole. The NEU’s warnings about insufficient funding and staffing highlight the reality that without proper investment and support, the government’s aspirations for a more inclusive school system could remain unfulfilled. As discussions unfold, it is essential that all stakeholders advocate for the resources and support necessary to ensure that every child has access to the education they deserve.
