Teachers need better training in special educational needs, according to a warning from Members of Parliament. The Education Committee in the Commons called for a significant change to embed special educational needs and disabilities (SEND) within mainstream schools rather than treating them as an add-on. The committee emphasized the need for national standards to ensure consistent baseline support for SEND, criticizing the current level of support as unacceptable and unsustainable due to increasing demand for tailored support through education health and care plans (EHCPs).
MPs urged the Department for Education (DfE) to establish statutory requirements outlining minimum resources, expertise, and equipment that all schools should offer for SEND without depending on formal diagnoses. They also criticized the current SEND funding of up to £6,000 per pupil in mainstream schools as insufficient and outdated, calling for annual increases in line with inflation.
Furthermore, the committee recommended exploring the possibility of requiring every teacher to complete a placement in a specialist setting during their Initial Teacher Training or the Early Career Framework. They also proposed mandatory professional development in SEND for all teachers in mainstream schools and a SEND-specific qualification for new headteachers within four years.
Education Secretary Bridget Phillipson is developing plans to revamp the troubled SEND system in a white paper set for release this autumn. Concerns have been raised about potential Government reforms that might impact EHCPs.
The committee stressed the importance of enhancing inclusivity in mainstream schools to reduce the need for EHCPs instead of removing them from the system. Labour MP Helen Hayes, chair of the education committee, emphasized the necessity for a comprehensive transformation to ensure that every child with SEND can access a local school meeting their needs.
Various education leaders expressed support for the committee’s recommendations, highlighting the crucial role of training and resources in achieving inclusive practice for SEND. They noted the challenges posed by limited funding, resources, and specialist staff in current SEND support systems.
In response, Ms. Phillipson acknowledged the longstanding issues within the SEND system and affirmed ongoing efforts to improve outcomes for children with SEND. She emphasized the importance of evidence-based support, increased investments, enhanced teacher training, and the establishment of Best Start Family Hubs in local areas.
Receive UK politics insights with our daily email briefing delivered directly to your inbox.