SEN0346

Written evidence submitted by anonymous

Support for children and young people with SEND

One of the most significant challenges when supporting children and young people with the most complex needs (SLD with additional neurodivergent needs eg ASC) in the mainstream classrooms is the growing number of children joining Mainstream schools with this profile and the uneven spread across schools.  The most inclusive schools may have the skills and desire to meet the increasing needs but the following challenges need addressing in the system;

1)    Increasing Complexity: There has been a significant increase in children with the most complex needs joining mainstream schools, including those who historically may have attended specialist settings. The uneven distribution of  children with complex needs creates challenges for highly inclusive schools, which often attract more children with complex needs but lack additional funding when compared to schools with less complexity within the same region.

2)    Funding: Notional SEND funding does not reflect the higher needs of these ‘SEND Magnet’ schools, leaving them unable to fund the support in the long term.

3)    Space and Resources: Many of those with the most complex needs (e.g.SLD with ASC and most complex SEMH cases) need low-arousal environments and specialist teaching, this can be very challenging to meet within a class of 30. Schools struggle to meet needs due to limited space to run an alternative curriculum, with access to the mainstream class, they lack the funding to do this; many schools have no choice but to fund the support using TAs - every child deserves a teacher too.

4)    Accountability Pressures: Schools with high numbers of SEND students are penalised by the current accountability framework, which unintentionally values attainment and progress over inclusion. League tables and public perceptions need addressing in order to incentivise schools to be as inclusive as they would want to be.

5)    The SEND magnet schools attract high numbers of complex needs. This is not reflected in the notional SEND funding for these schools. The school cannot therefore fund the support to meet the needs.

6)    There is insufficient space to meet the needs: some of the children will need a different curriculum to the mainstream class delivered in a low arousal environment; this needs high levels of skills, delivered by teachers with the highest level of skill.

7)    Until the accountability framework changes, many areas and schools will struggle to fully embrace having SLD needs in their results (published data) because this impacts on Ofsted judgments (if a school is below national for attainment or progress) and parent perceptions, the current process of judging by league tables needs an overhaul if we are to realise the aims of a more integrated society. This is an incredibly sad state of affairs for the country because inclusive schools, then struggle financially and the external perception is often one that may not appreciate why the results are not as high as other schools- the accountability system needs to value inclusion whilst still being ambitious for children and young people with SEND needs.

●       Current and future SEND need

The scale and number of children with high-level needs entering mainstream (due to full special schools and an increase in numbers with SEND more broadly since covid) at the same time as many councils being in a Safety Valve has created the perfect storm in terms of schools being well-placed to meet needs. An urgent response is needed to overcome the pressures of the Safety Valve and to prevent local areas making short term decisions which are not the ideal response in the local term.

To meet the growing need mainstream schools we need:

●       True collaboration with special schools to develop expertise to meet needs.

●       Funding matched to the complexity of need and not driven by the need to get an EHCP

●       Recognition that where children need a low arousal classroom but would  benefit from a mainstream setting, a greater recognition that specialist teachers within mainstream are needed for some or part of the day, with funding to achieve this.

Current and future model of SEND provision

●       Accountability and inspection of SEND provision

There is currently no system to recognise the movement of children and young people between schools or to identify schools that make it clear to prospective parents that they do not have the resource to meet complex needs; the call for evidence needs to recognise that some schools are ‘SEND magnet schools’ and should be resourced as such.

●       Finance, funding and capacity of SEND provision

There is insufficient funding to meet the increasing numbers and complexity of needs in the mainstream; even where leaders want to be highly inclusive and have the skill, they are restricted by funding and the scale of need (due to an uneven spread between schools). Additional funding has been given for SEND this year but this does not account for increased numbers and complexity of need. The lack of therapies in many areas escalates needs. The current system and funding pressures in Local Areas is restricting areas from considering a regional approach, particularly for low incidence high cost needs.

Key Priorities:

●       Collaboration with special schools is essential to build expertise in meeting the most complex needs.

●       Funding should be aligned with the complexity of needs in schools rather than being tied to EHCPs.

●       Recognition is needed for the role of specialist teachers in mainstream schools, particularly for children requiring low-arousal environments.

●       Schools need sufficient funding and space to support small-group teaching for children working at lower significantly lower starting points.

●       The lack of a system to monitor the movement of children between schools or recognise "SEND magnet" schools must be addressed. These schools should receive additional resources.

●       The pressures created by rising needs, special schools which are full, and the Safety Valve programme requires an urgent and strategic response to avoid short-term decision-making which will hinder the move to a more inclusive society.

●       Accountability systems must value inclusion while remaining ambitious for children with SEND.

January 2025