The education committee has raised concerns about the lack of adequate training for teachers in special educational needs and has called for the implementation of national standards to address issues within the system. They emphasized the need for a significant cultural shift to integrate special educational needs and disabilities (SEND) provision into mainstream schools rather than treating it as an additional aspect.
According to the committee, setting national standards is crucial to ensure that all SEND support meets a consistent baseline, promoting inclusivity in educational settings. The current level of support was criticized as unacceptable, with a sharp increase in demand for education health and care plans (EHCPs) deemed unsustainable.
MPs urged the Department for Education (DfE) to establish statutory requirements outlining the minimum resources, expertise, and equipment that schools should provide for SEND without requiring formal diagnoses. The existing funding of up to £6,000 per pupil in mainstream schools was deemed insufficient and outdated, with a call for annual increases in line with inflation.
Furthermore, the committee recommended that the DfE explore the possibility of mandating every teacher to undergo a placement in a specialist setting during their training. They also proposed making professional development on SEND mandatory for all teachers in mainstream schools and stipulated that new headteachers should obtain a SEND-specific qualification within four years.
Education Secretary Bridget Phillipson is developing plans to revamp the troubled SEND system in a forthcoming white paper. Concerns have been raised about potential reforms that could impact EHCPs.
The committee emphasized the importance of enhancing inclusivity in mainstream schools to reduce the demand for EHCPs, rather than removing them from the system. Various stakeholders, including Helen Hayes, a Labour MP, stressed the necessity of comprehensive training for frontline educational professionals on SEND support.
Support from school leaders’ unions and associations was also highlighted, with calls for increased funding and resources to effectively implement a reformed system. Ms. Phillipson acknowledged the long-standing issues within the SEND system and expressed a commitment to working with stakeholders to enhance outcomes for children with SEND.
The report underscores the need for evidence-based support to be readily available for all children requiring it, emphasizing the importance of appropriate investment, teacher training, and community support initiatives.