SEN0280
I am a Senior Lecturer at Sheffield Hallam University, in the Sheffield Institute of Education and The Autism Centre. My research spans critical autism studies, critical disability studies, and inclusive education, with a focus on the lived experiences of children, young people, and families. I have extensive experience leading and contributing to projects that interrogate systemic barriers and advocate for equity in education. My work includes critical analyses of disability policy, co-production in education, and the discourse surrounding disabled children’s rights. Through these projects and related publications, I have sought to amplify the voices of those most impacted by education policies, most notably disabled young people and their families. This submission reflects my commitment to evidence-based reform and ensuring the SEND system delivers meaningful support and opportunities for all children and young people.
As the lead researcher on the "Right to Review" report a qualitative analysis of parental experiences of the UK SEND Review consultation and a project reporting on Autistic young people’s and families’ educational experiences during the covid-19 pandemic, I bring forward evidence grounded in direct engagement with young people and families navigating the SEND system. Our findings provide a critical perspective on systemic barriers, the inadequacies of current policies, and the lived experiences of families with children who have special educational needs and disabilities (SEND).
The focus of this evidence is aligned with the inquiry’s aim to achieve short-term stability and long-term sustainability within the SEND system. I will highlight critical areas and provide actionable recommendations.
Current Quality of SEN Support in Mainstream Schools and Early Years Settings
Our Right to Review research identified widespread dissatisfaction among parents with the quality of SEN support in mainstream settings. Parents consistently reported that the SEND Review consultation itself failed to address real issues affecting inclusion, with limited efforts to ensure accessible, effective support for children in mainstream settings. Specifically, many parents felt schools lacked both expertise and resources to implement inclusive practices effectively. Our findings also emphasised that current models of SEN support often treat SEND students as a burden, with inadequate accountability for improving inclusion.
The findings of our Covid-19 project emphasised that self-directed and autonomous learning approaches empowered many young people to engage deeply with their education during the pandemic. Autistic young people thrived when given opportunities to learn in ways that reflected their personal interests. Emotional well-being was also a significant driver of successful educational experiences.
Recommendations:
● Create strategic focus on inclusive practice in teaching training grounded in philosophies of Universal Design for Learning
● Mandate that SEN support in mainstream settings be placed on a statutory footing, holding schools accountable for meeting the needs of all children.
● Support autonomous, child-led learning by integrating interest-led approaches into curriculum delivery. Provide training for educators to recognise and nurture these opportunities.
● Embed emotional wellbeing (that recognises the diverse forms this can take) as core priorities within school policies, providing both training for educators and tailored support for students.
Parents in the Right to Review project expressed profound concern over the lack of measurable outcomes for children with SEND. Our findings highlighted that proposed reforms in the SEND Review which are currently being piloted emphasise financial sustainability rather than addressing educational inequities which is an injustice for disabled young people and the population as a whole. Young people and their futures were treated as secondary considerations, overshadowed by the narrative of funding constraints which state and media discourse are currently fuelling rather than countering.
Recommendations:
● The state narrative of financial investment in disabled children’s education as a drain on the public purse needs to be reframed to encourage a broader media and social discourse that these children and families are full, valuable contributors to our society who deserve proper and adequate resources for a successful education.
● Empower young people through co-production models that involve their active participation in shaping their educational experiences at local and national policy making level.
Our findings emphasised that workforce capacity remains a significant barrier to inclusion. Parents highlighted a deficit of skilled and knowledgeable staff in both mainstream and specialist settings, with staff often overworked or under-experienced. Young people experienced the consequences of insufficient training in inclusive teaching practices and whole school approaches to SEND, which perpetuates exclusion and negative experiences for SEND students.
Recommendations:
● Implement mandatory, ongoing training for all staff, including SENCOs, teachers, and teaching assistants, focusing on creating inclusive environments and teaching practices as standard for all pupils, not just those in the SEND system. Inclusive practice should change the whole of the education system not just leave it intact with disabled young people at its edges.
● Require all school staff to keep their knowledge and practice relating to SEND up to date. Many problems in the current system stem from practitioners with outdated understandings and attitudes towards young people with SEND.
The EHCP process remains adversarial and inaccessible for many families. Our Right to Review research found parents routinely face delays, poor communication, and systemic non-compliance from local authorities.Tribunal cases are often pursued due to the failure of local authorities to adhere to statutory duties, with families winning the majority of these cases.
Recommendations:
● Establish a non-adversarial, parent-centered (and whole family-centred) approach, supported by independent advocates who can guide families through the system
● Establish clear, accessible communication protocols between schools, local authorities, and families during the EHCP process to reduce stress and uncertainty.
The data from our research underscores the ongoing failure of the SEND system to anticipate and respond to evolving needs. Parents highlighted the lack of meaningful projections or planning to meet future demands.Many families expressed frustration with reforms that failed to prioritise genuine inclusion or recognise the full breadth and depth of their children’s lives.
Recommendations:
● Conduct a comprehensive needs assessment, updated regularly, to ensure that future reforms align with the lived realities of families with SEND children.
● Ensure that funding allocations reflect both current and projected SEND needs, rather than focusing solely on cost-cutting
Parents strongly opposed the framing of SEND reforms around financial constraints. Our research revealed that families frequently feel blamed for "overburdening" the system, while the real issue lies in chronic underfunding. Current funding models are inequitable and place undue pressure on schools with higher proportions of SEND students. In this sense, schools become de-incentivised to cater for the full diversity of the community they should serve.
The pandemic exacerbated existing resource disparities, particularly for families managing education at home. Limited funding and support during this period meant that many families lacked access to tailored resources or adjustments to meet their children's needs which parents report has not returned to pre-pandemic levels.
Recommendations:
● Reform funding mechanisms to ensure schools receive adequate resources without penalising those with higher SEND intakes.
● Increase financial oversight and accountability within local authorities to prevent mismanagement and ensure funds are allocated to areas of greatest need
● Reform funding models to ensure equitable resource allocation that reflects the diverse needs of SEND families, including access to home education resources where required.
● Increase targeted investment to support local authorities in meeting the needs of families with EHCPs, particularly during times of crisis.
Finally, our research revealed a lack of trust in existing accountability mechanisms. Parents in both the Right to Review and Covid-19 projects described their experiences of being dismissed, perpetuating a sense of voicelessness for their children. Policy decisions during and since the pandemic often exclude the voices of disabled young people and their families, reinforcing a systemic disconnect. Parents and young people in both projects reported feeling voiceless in decision-making processes that directly impacted their lives.
Recommendations:
● Revise Ofsted’s "inclusion" criterion to ensure that all schools are held accountable for meeting SEND requirements.
● Strengthen Area SEND inspections by incorporating direct feedback from families and young people to assess the effectiveness of provision in meaningful and accessible ways. This means co-producing the design of these feedback mechanisms with young people and families from the start.
● Establish advisory boards made up of young people with SEND and their families to co-design and evaluate future SEND policies at all stages from planning to implementation and evaluation.
● Regularly publish transparent, accessible reports on how SEND reforms are addressing systemic issues identified by families and young people.
The SEND system is at a critical juncture. To move beyond the current crisis, the government must address the structural barriers highlighted in our research. Genuine co-production with parents and young people, a focus on meaningful outcomes, and equitable funding are essential to achieving the stability and sustainability the system so urgently needs.
I appreciate the Committee’s commitment to centering the voices of families in this inquiry and welcome the opportunity to provide further evidence or clarification.
January 2025
References
Pluquailec, J., O'Connor, G., & Sadler, E. (2023). Right to review project report. Sheffield Hallam University, Institute of Education. http://doi.org/10.7190/shu-reports-23001
Pluquailec, J., & O'Connor, G. (2022). Autistic young people’s and families’ educational experiences during the covid-19 pandemic. Sheffield Hallam University. http://doi.org/10.7190/shu-reports-22002
Pluquailec, J., & O'Connor, G. (2023). A critical discourse analysis of the UK SEND review green paper. Journal of Disability Studies in Education. http://doi.org/10.1163/25888803-bja10022
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