England’s special educational needs (SEND) provision has been facing a crisis for years. Over this academic year (2023-2024), a new high of parents have had to go to tribunal against their local councils for mistakes made by the SEND system. Veterans & Families Families are increasingly fed up with the treatment they receive for their children. This widespread frustration has certainly fueled the ongoing, unprecedented wave of litigation against these entities.
Over the last year, there have been around 25,000 SEND appeals – rising by 18% from the year before. The majority of disputes were about the provision specified in Education, Health and Care Plans (EHCPs). These important documents detail the level of support that children with special educational needs require. This growing trend has alarmed teachers and state-level leaders about whether these provisions go far enough.
At present, almost 1.7 million students in England are being supported for special educational needs. Assistance every year, more students do, and it’s high time we helped them. This increasing trend underscores the immediate need for more resources and spaces designed specifically to empower them.
The federal government has responded, providing assistance to address these crises. Their flagship announcement is a further 50,000 new high needs places for children with SEND in mainstream schools – locally in every area. This initiative aims to provide more inclusive educational settings and improve access for families seeking appropriate schooling for their children.
Such enthusiasm seems justified in the face of a nearly 800 percent expansion. They recently received permission to create a further 77 proposed special free schools. These new institutions are supposed to ease the burden on current SEND provisions. Here’s how local authorities can use federal money. This provides them the flexibility to generate an equal number of additional specialist places within their jurisdictions.
The UK government has promised to invest £3 billion over the next three years to bolster these activities. This funding will be in large part funded by the cancelling of some of the government’s planned free schools. In particular, officials have chosen to stop the building of 28 new regular mainstream free schools after a consultation period. In addition to these 10 — which are just a first phase — a review is ongoing for another 16 sites as part of this strategic realignment of resources.
Despite this welcomed increased investment in SEND provisions, concerns remain that they are not delivering the kinds of outcomes needed for students. The National Audit Office (NAO) has been sounding the alarm. Further, they argue that after all this new funding, educational outcomes haven’t gotten any better. As a result, there has been increasing pressure for a more coordinated response to meeting the needs of students with SEND.
Previously, we found that local authorities were spending over £1.5 billion transporting under-16s with SEND in the 2023-24 financial year. That figure is a phenomenal two and a half times what they spent in just 2015-16. Yet this mirrors the climbing logistic burdens that we encounter in delivering even just a basic education to these students.
The school leaders’ union, NAHT, argues that the government must invest in both classrooms and school buildings. They quickly point out that this is only half the story. They stress the necessity for sufficient teachers and leaders who possess the right level of specialist training to effectively support students with SEND.
Opposition Amanda Hopgood expressed a strong dissenting opinion about the practice of building new schools. She stated, “If we build a big school in the middle of nowhere that we have to transport everyone to, then that’s money that isn’t used on education.” Her comments underscore the need to account for logistical considerations in planning. Providing this clarity will help ensure that these funds are used most effectively, creating the greatest educational value.
“Those children are not being educated in their local communities where they live with their friends,” highlighting the importance of creating accessible educational environments that foster social integration.
As families continue to navigate complex challenges within SEND provision, local authorities and policymakers face mounting pressure to deliver effective solutions that meet the needs of all students.
