Teachers must undergo improved training in special educational needs, as per a warning from MPs who emphasized the urgent need for national standards to address a system on the brink of failure. The Commons’ education committee urged a significant shift in culture to integrate special educational needs and disabilities (SEND) provision seamlessly into mainstream schools rather than treating them as add-ons.
The committee proposed the establishment of national standards to ensure that all SEND support adheres to a consistent baseline, fostering greater inclusivity in educational settings. They criticized the current level of support as unacceptable and deemed the escalating demand for education health and care plans (EHCPs) unsustainable, emphasizing the urgent necessity for change.
Highlighting the deficiencies in current support, MPs called for the Department for Education (DfE) to outline statutory requirements detailing the minimum resources, expertise, and equipment that schools must offer for SEND, irrespective of formal diagnoses. The existing funding of up to £6,000 per pupil in mainstream schools for SEND was deemed insufficient and outdated, with a recommendation to raise the threshold annually in line with inflation.
The committee also suggested that the DfE explore the feasibility of mandating teachers to undergo a placement in a specialist setting during Initial Teacher Training or the Early Career Framework. They proposed that all teachers in mainstream schools receive mandatory professional development on SEND, with new headteachers required to obtain a SEND-specific qualification within four years.
Education Secretary Bridget Phillipson is formulating plans to revamp the struggling SEND system in a forthcoming white paper. Concerns have been raised about potential government reforms that could eliminate EHCPs, despite evidence showing that enhancing inclusivity in mainstream schools reduces the need for such plans. In a statement, Ms. Phillipson expressed her commitment to transforming outcomes for every child with SEND based on ongoing consultations with families, educators, and experts.
Various stakeholders, including school leaders’ unions, echoed the call for improved training and resources to support inclusive practices and address funding shortages in the SEND system. The need for a comprehensive, well-resourced transformation to ensure effective SEND support and inclusive education was emphasized by education experts and officials.
