A long-term initiative is set to enhance support for children with special educational needs and disabilities (SEND) within mainstream schools. The inclusive education drive involves a substantial financial investment to promote inclusivity in mainstream educational settings. As part of the program, all mainstream educators will undergo training in SEND, and 60,000 new specialized spots will be established within mainstream schools.
Education Secretary Bridget Phillipson emphasized the importance of integrating children with SEND into mainstream schools, stating that they deserve the opportunity for inclusion. During a significant address at Ormiston Bushfield Academy in Peterborough, Phillipson challenged the notion that high standards and inclusivity are mutually exclusive, denouncing the notion of setting low expectations for these children.
A key aspect of the proposed reforms is a review of access to Education, Health, and Care Plans (EHCPs), which will be prioritized for children with the most complex needs. Phillipson aims to streamline the process for parents seeking EHCPs, acknowledging the challenges many currently face. The first cohort affected by these changes will be Year 2 students transitioning to secondary school in 2030, coinciding with the implementation of a new inclusive mainstream system.
Under the revamped system, EHCPs are expected to initially increase before gradually decreasing from 2030 onward. All students will have access to digital Individual Support Plans (ISPs) with legal components, offering targeted support layers categorized as ‘Targeted’ and ‘Targeted Plus’. Schools will have the ability to swiftly issue ISPs without the need for formal assessments. Additionally, a higher tier known as Specialist Provision Packages (SPP) will underpin EHCPs, with projections indicating that by 2035, 4.7% of children will have an EHCP, and an additional 15-20% will be covered by ISPs.
The eligibility criteria for SPPs include children with severe learning difficulties, autism, ADHD, hearing or vision impairments, and physical disabilities. Phillipson emphasized that the new system will focus on addressing needs rather than diagnoses or labels, ensuring a more inclusive and supportive approach.
During a morning meeting with school leaders and charitable organizations at Downing Street, the Prime Minister recounted the challenges faced by his late brother Nick, who struggled with learning difficulties due to the inadequacies of the system. This personal experience underscores the necessity of reforming special educational needs to ensure high standards and inclusivity go hand in hand.
Apart from the aforementioned changes, the White Paper outlines additional reforms such as increasing maternity pay for female teachers, addressing exorbitant fees charged by independent special schools, and introducing National Inclusion Standards for consistency. The Department for Education has committed over £7 billion towards SEND support, with a significant portion allocated to making mainstream schools more inclusive and providing expert services like speech and language therapy.
While the government’s efforts to reshape the SEND landscape were commended by the National Education Union, concerns were raised regarding the scale of the Inclusion Grant and the overall funding adequacy. Critics, including the NASUWT teachers’ union, highlighted the need for substantial investment to drive meaningful improvements in schools, particularly in reducing class sizes to enhance inclusivity.
Noteworthy voices like Harry Quilter-Pinner from IPPR emphasized the importance of investing in early support to meet the increasing demands for assistance, reserving EHCPs for those with the most complex needs. The proposed reforms aim to ensure timely support for children with SEND and reserve EHCPs for exceptional cases, aligning with the evolving educational landscape.
