Source · Select Committees · Public Accounts Committee
Recommendation 3
3
Acknowledged
Require DfE to define inclusive education, outline expected SEN provision, and detail necessary resourcing.
Recommendation
The Department has not made clear what it means by inclusive education, a core strand of its approach, or how it will be achieved. A core aim of the Children and Families Act 2014 was supporting children with SEN in more inclusive mainstream schools, but the Department has made little discernible progress. It has not defined or set out what inclusive education should look like, or provided specific funding for inclusivity, despite this being at the heart of its approach. There are few incentives for schools to be inclusive, with performance data focussing only on academic attainment and no separate judgement by Ofsted on SEN. Schools can often feel that others are not accepting their share of children with SEN. Local authorities have limited influence over academies to affect these decisions. This is also an issue in regard to selective education settings (e.g. grammar schools) found in parts of England. The Department acknowledges that it has not looked hard enough at barriers to inclusivity. It suggests that the ongoing curriculum review and proposed changes to Ofsted inspections provide an opportunity. In June 2023, only 56% of teachers felt confident to support children with additional needs, and the Department has several initiatives underway to improve training. It is also funding training for additional educational psychologists to provide both more support within schools and undertake assessments for SEN. The 2014 Act was intended to identify needs earlier, but the Department does not have a defined process or specific funding to achieve this. 4 recommendation The Department should, within the next six months, set out the provision which children with SEN support should expect. Alongside this, they should set out what inclusive education means and looks like, and the level of resourcing both to ensure the support for children with SEN and the maintenance of educational provision for other children in the same setting. The Department should also set out how i
Government Response Summary
The government agrees to work towards a more inclusive education system but states it cannot meet the six-month deadline, promising further details later this year. It mentions ongoing efforts in teacher training, including a January 2025 review of National Professional Qualifications with a focus on SEND, but a clear definition of inclusive education, expected provision, or detailed resourcing plans remains unstated.
Government Response
Acknowledged
HM Government
Acknowledged
The government agrees with the Committee’s recommendation. committed to delivering a more inclusive education system. While it cannot commit to setting out plans in the next six months, it will set out further detail later this year. The department is committed to working to deliver a more inclusive education system where all children, regardless of background, are supported to achieve and thrive. It recognises its role in clarifying expectations for inclusive provision in mainstream settings and supporting early intervention to prevent unmet needs from escalating and helping children and young people to achieve their goals alongside their peers. The department agrees that resourcing support for early intervention to help secure the right support for a child or young person without the need for an EHC plan, is crucial to prevent needs escalating. High-quality teaching and learning experiences are central to ensuring that children and young people with SEND are given the best possible opportunity to achieve in their education. The department is working towards making this a reality for teachers and pupils in every classroom and it aims to ensure teachers have the skills to support all children and young people, including those with SEND. The Early Career Teacher Entitlement and suite of National Professional Qualifications support teachers and leaders to understand evidence- based classroom practice. In January 2025, the department launched a review of the suite of National Professional Qualifications, which includes a particular focus on improving content on best practice for pupils with SEND. Mainstream schools are expected to welcome pupils from their entire community, including those needing additional support. Schools have a duty to support children and young people with SEND and cooperate with local partners. The department collaborates with Ofsted to ensure that schools are held accountable for their inclusion practices, ensuring all children receive the high-quality support they need to achieve and thrive.