**
As the landscape of education in England undergoes significant changes to better support children with special educational needs and disabilities (SEND), the National Education Union (NEU) has raised alarm over the lack of sufficient staffing to realise these ambitious reforms. With teachers expressing concerns about workloads and inadequate resources, the NEU argues that the government’s financial commitment must be substantially increased to ensure effective implementation.
Insufficient Resources for Inclusion
Daniel Kebede, the general secretary of the NEU, emphasised that many educators feel inclusion cannot be achieved without adequate funding. Speaking candidly, he stated, “The overwhelming feeling among teachers is that inclusion cannot be done on the cheap.” This sentiment comes in the wake of Education Secretary Bridget Phillipson’s assurances that the government is making significant investments to support vulnerable young people.
In February, the government unveiled a comprehensive strategy aimed at transforming the SEND framework, which includes the establishment of “inclusion bases” in every school to cater specifically to the needs of SEND students. Despite the promise of a £4 billion investment over the next six years, the NEU contends that this funding falls short of what is necessary for schools to adequately prepare for the reforms.
Funding Challenges and Concerns
The NEU has indicated that the proposed funding translates to merely one part-time teaching assistant for an average primary school and two for secondary institutions. Kebede pointed out that schools are already struggling to accommodate even a modest pay increase for teachers, and he lamented that the inclusion fund would only “soften the blow of underfunding.” He argued that while the government faces tough economic choices, investing in education today will yield greater savings in the future.
Ahead of its annual conference, the NEU conducted a survey involving over 10,000 teachers and 3,000 support staff, which revealed alarming statistics. Approximately 86% of teachers identified insufficient staffing as a significant barrier to inclusion, while 73% cited workload concerns. Other worries included oversized classes, the need for specialised training, and the existing challenges in securing expert help for identifying and supporting students’ needs.
The Future of SEND Support
One of the pivotal reforms announced by the government is the introduction of Individual Support Plans (ISPs) for each child with special educational needs. The aim is to enhance the support provided to these students within mainstream schools. Moreover, by 2035, only children with the most complex needs will qualify for an Education, Health and Care Plan (EHCP), which currently outlines the support these pupils are entitled to.
There has been a dramatic increase in the number of children with EHCPs over the past decade, nearly doubling in figures. While the government anticipates that its reforms will ultimately reverse this trend, the NEU remains sceptical about the impact these changes will have on teachers’ workloads, particularly as schools are expected to take on additional responsibilities.
Kebede reiterated that while there is widespread support for a more inclusive education system, the current resources and staffing levels make this goal nearly unattainable. “Teachers and support staff want inclusive education,” he remarked, “but they are being asked to do much more with less resource – it becomes an impossibility.”
Staffing Shortages and Their Implications
Recent research from the National Foundation for Educational Research (NFER) has underscored the mounting pressures on schools as they gear up for these changes. Although there are signs of progress in attracting and retaining teachers, the workforce of teaching assistants—a critical component in providing individual support for SEND students—is dwindling. The NFER estimates that one in five teaching assistants may leave the profession in the coming years, exacerbating an already precarious situation.
In response to the NEU’s concerns, the Department for Education (DfE) has reiterated its commitment to supporting schools through the £4 billion investment and has expressed its ambition for every child to receive the education they deserve. The DfE is currently seeking input from parents and schools regarding the proposed reforms.
As the NEU convenes for its annual conference, the implications of these SEND reforms are likely to be a central topic of discussion. The political ramifications are also notable, with Green Party leader Zack Polanski expected to address attendees. Kebede remarked on Polanski’s rising popularity among union members, suggesting that this could serve as a wake-up call for the current Labour government regarding its educational policies.
Why it Matters
The success of the SEND reforms hinges on adequately resourcing schools and ensuring they have the staff needed to support all children effectively. As the NEU highlights the urgent need for more funding and personnel, the future of inclusive education hangs in the balance. Without the necessary investment, the aspirations for a more equitable educational landscape for children with special needs may remain just that—aspirations, rather than reality.
