Teachers need better training in special educational needs, according to a warning issued by Members of Parliament. The Commons’ education committee emphasized the necessity for a significant shift in culture to ensure that special educational needs and disabilities (SEND) are integrated within mainstream schools rather than treated as an add-on. The committee proposed the establishment of national standards to guarantee that all SEND support meets a consistent baseline, promoting inclusivity in educational settings.
The committee criticized the current state of support for being inadequate and unsustainable, particularly citing the escalating demand for education health and care plans (EHCPs). Urgent and essential change was deemed necessary in their report. The Members of Parliament urged the Department for Education (DfE) to define statutory requirements outlining the minimum resources, expertise, and equipment that schools should provide for SEND without depending on formal diagnoses.
Moreover, the committee highlighted the insufficiency and outdated nature of the current SEND funding, calling for an annual increase in the funding threshold to align with inflation. They recommended that every teacher undergo a placement in a specialist setting during Initial Teacher Training or the Early Career Framework. Additionally, they proposed mandatory professional development on SEND for all teachers in mainstream schools and a requirement for new headteachers to obtain a SEND-specific qualification within four years.
Education Secretary Bridget Phillipson is developing plans to revamp the struggling SEND system in a forthcoming white paper. Concerns have been raised about potential reforms that might eliminate EHCPs, although evidence suggests that enhancing inclusivity in mainstream schools reduces the demand for such plans. Helen Hayes, Labour MP and chair of the education committee, stressed the need for a comprehensive transformation to ensure that every child with SEND can access a suitable local school.
Various education stakeholders expressed support for the committee’s recommendations, advocating for national standards and improved accountability to enhance inclusive practices. They highlighted the challenges faced due to funding shortages, resource constraints, and a lack of specialized staff. Ms. Phillipson acknowledged the longstanding issues in the SEND system and reiterated the government’s commitment to improving outcomes for children with SEND through enhanced support, increased investment, and better teacher training.
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