SEN0301

Written evidence submitted by Dallaglio RugbyWorks

Dallaglio RugbyWorks is a UK-based charity dedicated to supporting young people aged 12 to 18 who have been excluded from mainstream education. By leveraging rugby's core values—teamwork, respect, enjoyment, discipline, and sportsmanship—the organisation equips young people with essential life skills and attitudes, aiming to transition them into sustained education, employment, or training post-school

Dallaglio RugbyWorks recognises that mainstream educational settings often face challenges in providing tailored support for students with Special Educational Needs (SEN). This gap can lead to increased exclusions, as schools may lack the resources or expertise to address diverse needs effectively.

44% of the young people we worked with in 23/24 had SEN. The main issues we see in our schools are:

• Shortage of budget
• Over-subscription which does not allow for as much 1:1 support
• Inability to deal with complex needs
• Undiagnosed young people/partial diagnosis

Inclusivity should encompass creating environments where all students, regardless of their abilities or backgrounds, feel valued and supported. This involves adapting teaching methods, curriculum, and extracurricular activities to cater to varied learning needs, ensuring every young person has the opportunity to succeed.

To enhance inclusivity, it's crucial to invest in comprehensive training for educators, focusing on differentiated instruction and behavioural management strategies. Additionally, fostering partnerships with organisations experienced in working with excluded youth can provide schools with alternative approaches and resources.

Improving outcomes requires a holistic approach that combines academic support with social and emotional development.Programmes like those offered by Dallaglio RugbyWorks, which focus on life skills and mentorship, can play a pivotal role in enhancing self-esteem, resilience, and future employability, and allows a level of flexibility for young people that struggle with a traditional academic method of teaching,.

Professional development programmes should emphasise practical strategies for inclusion, early identification of needs, and collaborative approaches to support.

Over the past decade, there's been a noticeable increase in the identification of SEND, partly due to better awareness and diagnostic practices. However, this has also led to heightened demand for services, often outpacing available resources. It's anticipated that this trend will continue, necessitating proactive planning and investment.

Disparities in SEND provision across regions can be attributed to differences in funding, local policies, and availability of trained professionals. Establishing national standards while allowing for local flexibility can help bridge these gaps.

Effective support for SEND students often requires coordinated efforts from education, health, and social care sectors. Establishing clear communication channels, shared goals, and joint training sessions can enhance collaborative practices.

At Dallaglio RugbyWorks, we work with a variety of young people with different needs. From the student who first attended school with difficulty regulating his emotions and having poor social skills to the student who struggled to make friends in large part to being non-verbal and struggling to communicate effectively. In both of these cases we have seen first-hand the impact that trained staff and organisations that are well versed in working with youth with diverse needs can provide students, one of which is now in College and has a part time job in the weekends and the other who has built strong friendships across the school and uses a range of tools to communicate. By adopting alternative methods these students have successfully navigated what may have been a difficult path for them otherwise and are now flourishing in their educational and social development. 

In conclusion, Dallaglio RugbyWorks emphasises the importance of holistic, inclusive, and collaborative approaches to support children and young people with SEND. By integrating specialised programmes that focus on personal development and employability, alongside traditional educational methods, we can create a more equitable and effective system for all learners.

January 2025