While school leaders, SEND groups, parent campaigners and experts broadly welcomed the SEND proposals overall, as outlined as part of the Schools White Paper, some of the finer detail – or lack of – has divided opinion.
No place for online schools
Ian Hopkinson, a member of the group Voice for Learners, which campaigns for online schools to become part of the Department for Education’s offer for SEND pupils, said: “The role of non-specialist accredited online schools, our primary interest, has been completely ignored.
“Despite their low cost and effectiveness for a large group of children, local authorities and the Department for Education see online school as a very last resort in the face of parent requests.
“The introduction of Individual Support Plans (ISPs) to be implemented within existing schools would seem to limit the use of non-specialist online school as an effective alternative.”
He added: “We would like to see more consideration given into the reasons for the ever-rising SEND demand in schools, and more detail on what constitutes inclusion in mainstream schools.
“The White Paper still seems to view children as the problem rather than considering whether ever increasing formal examinations, attendance targets and harsh behavioural policies may have had an impact on children.”
Meanwhile Hugh Viney, CEO of Minerva Virtual Academy, said: “The Government’s proposed SEND reforms could be a genuinely important moment for our education system, but only if reform is guided by children’s lived needs rather than administrative convenience.
“More than 1.7 million pupils in England have SEND, yet mainstream schools are buckling under funding shortages, rigid structures, and rising need. They work for for some children, but not all.
“We need an education model that meets children where they are, not one that forces every child to fit a one-size-fits-all mould.
“Ultimately, across the country, we urgently need earlier intervention, more flexibility and better consistency. Anything short of that risks leaving families and children behind.”
‘Flattening’ neurodivergence
The Autistic Girls Network (AGN) described the catch-all definition of SEND in the White Paper as missing the nuance of what it means to have specific special needs, such autism or ADHD.
Cathy Wassell, the AGN’s CEO and founder, said: “This paper is built on a model where the child is supported to fit the school better.
“More achievement, more attendance, more ‘fitting in’. At AGN, we believe the conversation needs to flip.
“We don’t need a system that makes our children more “engaging” for schools. We need a system that is worthy of our children.”
Move away from EHCPs
Harry Quilter-Pinner, executive director at IPPR, said the government was right to review the use of EHCPs.
“EHCPs were only ever intended for exceptional cases, but cuts, Covid and the cost-of-living crisis have driven up need while stripping back schools’ capacity to provide support,” he said.
“Reforming the SEND system to invest more in early support will ensure more children get help sooner — and that EHCPs are reserved for those with the most complex needs.”
More funding needed for schools
Daniel Kebede, general secretary of the National Education Union, welcomed of the the proposals, but added: “For these reforms to be successful the government must work with the profession and schools.
“They must listen to parents’ concerns, and they must make sure that there are enough resources available.
“Schools are running on empty. The government must not put more expectations on schools without real additional resources – and the funding currently announced is not enough.”
Meanwhile, Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, said: “School and college leaders will have two questions in mind – will there be enough money to deliver what the government is setting out, and how on earth are we going to meet all these new expectations?
“The planned SEND reforms are certainly necessary and seem sensible, but they constitute a huge ask on mainstream schools to expand existing provision and implement training on a massive scale.
“Some big numbers have been quoted but these sums have to be shared across a huge education system, and we have yet to see exactly how this lands with individual schools, particularly given that many are currently struggling with financial pressures because of the general inadequacy of funding.”
Role of local authorities
Councillor Bill Revans, SEND spokesperson for the County Councils Network, said the plans represented “a potential radical overhaul of the system”.
“It is important to retain the tribunal system, but proposals to rebalance this process are correct,” he added.
“At present, tribunals can rule without any consideration for the costs beholden on the local authority’s limited budget – a root cause of the present financial crisis the system has generated for councils.
“A rebalancing so it is more equitable to all parties – addressing where faults have been made, but in line with the rights afforded to all children in the existing admissions process, will make for a fairer system.”
Valuing all children
Amanda Allard, director of the Council for Disabled Children, said: “We welcome the scale of vision contained in the White Paper which has the potential to create an education system that fully values children and young people with additional needs and their families.
“Many parents will welcome the legal requirement for schools to create ISPs. At the same time, they will be concerned to understand how accountability will work.
“The consultation is an opportunity to clarify those details ensuring families have clear routes to action where these ambitions are not being delivered.”
