Written evidence from Mrs Bridie Barnes (SEN 72)

Education Committee

Solving the SEND Crisis

Introduction
As a primary school teacher with ten years of experience, recently leaving the profession, I am submitting evidence regarding the support provided for children and young people with Special Educational Needs and Disabilities (SEND). My experiences within a mainstream educational setting have provided me with insight into the challenges faced by children with SEND and the strategies that have proven effective in addressing these challenges.

Support for Children with SEND in Mainstream Schools
Over time, I observed a significant increase in the number of children experiencing emotional dysregulation. This presented substantial barriers to their ability to access education. Throughout the various causes of emotional dysregulation, the core issue was often the children’s difficulty in managing their emotions, which prevented them from engaging fully in their learning. They were struggling to process and express their feelings effectively. Addressing this emotional dysregulation in a supportive but boundaried manner, I found to be essential for children to overcome these barriers and engage with their education.

1. Whole-School SEND Inclusion Approach
During my time at Heybridge School, the newly appointed head teacher introduced a behaviour curriculum based on the Zones of Regulation model. This initiative involved regular teaching and learning sessions, woven into the curriculum, and provided both staff and students with the tools and language necessary to address emotions in a positive and empowering way. This approach was grounded in the understanding that behaviour is often a form of communication. As a result, children were listened to, their emotions were acknowledged, and appropriate support was offered before punitive measures were applied.

This approach helped children develop the skills needed to take ownership of their emotions and to self-regulate, either independently or with support. While boundaries were set where necessary, the focus was on providing children with the tools to manage their feelings in a safe and constructive way.

I strongly recommend that the implementation of a national, whole-school emotional regulation curriculum be considered as part of a broader strategy for SEND support. This initiative would alleviate many of the challenges currently faced by an increasing number of children and would equip them with valuable emotional skills to carry forward into adulthood.

2. Specialist Provision Alongside the Classroom
Another key resource I encountered in mainstream was the TEACCH program. This structured system, which incorporates visual prompts and individualised learning activities, is designed specifically to support neurodiverse children and those working below the expected age level. The TEACCH program can be seamlessly integrated into the classroom environment, either within the classroom itself or alongside it. The program's independent learning structure encourages children to engage with the content at a level that is both achievable and empowering. The repetitive, familiar tasks provided by the program also help to build confidence and foster positive learning behaviours.

One of the most valuable aspects of the TEACCH program is its flexibility. It can be adapted to meet the individual needs of each child, while fitting into the school timetable without disrupting the child’s participation in mainstream class activities. It also avoids the need for children to be removed from the classroom and placed in isolated SEND provision. The simplicity of the TEACCH system makes it easy to implement. Framework resources can be easily replicated, and the tasks themselves are straightforward to organize and replenish. The program can also be tailored to align with each child’s Individual Education Plan (IEP), and adjusted each term to reflect the child’s interests and progress.

Given the success of this program in my experience, I believe it could be rolled out nationwide as an adaptable solution to foster inclusivity. It can be customized to meet the needs of individual schools, cohorts, and students, and ensures that children can access the general curriculum when appropriate without requiring intensive adult support when they are not able to participate.

Conclusion
The initiatives I have highlighted – a whole-school emotional regulation curriculum and the TEACCH program – represent practical, low-cost, flexible solutions to some of the most pressing challenges facing children with SEND in mainstream schools. Both approaches promote inclusion, reduce the need for removal from the classroom, and empower children to take ownership of their emotions and learning. By adopting these strategies more widely, we can ensure that children with SEND have the support they need to succeed in their education and develop the skills necessary for their long-term well-being.

I strongly urge the Committee to consider these approaches in any future recommendations regarding SEND support in mainstream education. Thank you for your attention to this important issue.

January 2025