Recommendations & Conclusions
95 items
1
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
We welcome the Department’s focus on inclusive education; however, we are concerned about the absence of a Departmental definition of this and the subsequent lack of clarity about what ‘inclusive mainstream’ education looks like and means in practice for educators, education settings, pupils and families. We are also concerned that …
Government response. The government acknowledges the importance of inclusive education and outlines its 'Plan for Change,' including establishing an Expert Advisory Group for Inclusion, deploying RISE advisors, and incorporating an explicit focus on inclusion in Ofsted's new framework.
Department for Education
2
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
It is unacceptable that a clear definition of inclusive education is still lacking. The Department must publish a definition of inclusive education and rationale for this vision alongside examples of good practice across different phases of education and settings within the next 3 months. Continued ambiguity undermines progress and accountability. …
Government response. The government details its commitment to reforming the SEND system and improving inclusivity through various initiatives but does not commit to publishing a departmental definition of inclusive education, rationale, or examples within the requested three months.
Department for Education
3
Recommendation
5th Report - Solving the SEND Crisis
Accepted in Part
An inclusive mainstream education system must be underpinned by several key elements, all of which we would expect to be included in the Department’s definition at a level of detail sufficient to enable professionals and families to have a clear understanding of the Government’s approach: • education settings and environments …
Government response. The government has established an Expert Advisory Group for Inclusion and deployed Regional Improvement for Standards and Excellence (RISE) advisors to improve inclusive practice. It is also implementing an explicit focus on inclusion in Ofsted's new framework and making inclusive …
Department for Education
4
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The UK is a signatory member of the UNCRPD (UN Convention on the Rights of Persons with Disabilities) since 2008. It would be helpful in developing any definition of inclusive education for the Department for Education to draw on the principles and substantive materials in relevant articles of this Convention. …
Government response. The Government is committed to reforming the SEND system to deliver an excellent, inclusive education for every child and young person with a world class curriculum and highly trained, expert staff at every phase of learning.
Department for Education
5
Conclusion
5th Report - Solving the SEND Crisis
Deferred
The Department must urgently assess the funding required to implement meaningful reforms to SEND provision. There must be a clear plan for how the Department will work towards this level of investment in the short and medium term, which aligns with the timeline for SEND reforms. (Recommendation, Paragraph 38)
Government response. The government details current and future funding allocations for SEND, including an increase of £4.2 billion by 2028-29 and £740 million in high needs capital for 2025-26, and will extend the Statutory Override for local authority deficits. However, it defers …
Department for Education
6
Recommendation
5th Report - Solving the SEND Crisis
Accepted
As part of delivering a fully inclusive mainstream, the Government must set out how it will deliver, over time, a system in which highly skilled professionals, including educational psychologists and speech and language therapists, are less tied up in undertaking assessments and writing reports and more effectively deployed in delivering …
Government response. The government commits to working with DHSC and NHS England to improve access to community health services and ensure allied health professionals are more effectively deployed. It is investing over £31 million to train over 600 new educational psychologists and …
Department for Education
7
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The SEND system is not delivering for children and young people or their families, with poor experiences and outcomes becoming the norm in many places across England. Rising need coupled with limited school resourcing, stretched local authority budgets and a mismatch between local authority responsibilities and their powers has resulted …
Government response. The government acknowledges the committee's report rightly highlights the deep-rooted issues within the SEND system. It states it is committed to reforming the system as part of its Plan for Change and is already taking action through investment in school …
Department for Education
8
Recommendation
5th Report - Solving the SEND Crisis
Accepted in Part
It is essential that the Department addresses these challenges if it is going to succeed in making mainstream education inclusive and fixing the broken SEND system. The Department must involve stakeholders in reforms and begin to consult with parent-led organisations now. It should set out a clear timeline for SEND …
Government response. The government commits to extensive stakeholder engagement now, including with parent-led organisations, through a Ministerial development group, regional/online sessions, and roundtables. Further details on SEND reforms will be set out in a Schools White Paper early in the new year, …
Department for Education
9
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The current inconsistency in SEN support and ordinarily available provision across England is unacceptable and results in deeply inequitable experiences for children and young people with SEND. The lack of consistent good practice in SEN support, driven by insufficiently clear and specific guidance and inconsistent interpretations of ‘best endeavours’ are …
Government response. The government acknowledges the need for consistency and commits to improving inclusivity and expertise in mainstream schools. It has established an Expert Advisory Group for Inclusion and deployed Regional Improvement for Standards and Excellence (RISE) advisors to disseminate effective inclusive …
Department for Education
10
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Insufficient funding and resources and a mismatch between local authority responsibilities and powers negatively impacts the adequacy of ordinarily available provision and SEN support. We have heard from school leaders and SENCOs that without sufficient resources, settings are struggling to provide the high quality, consistent support necessary to achieve inclusive …
Government response. The government responds to the observation about insufficient funding by detailing its significant investments in schools and high needs funding, including an increase of £4.2 billion by 2028-29, £740 million in high needs capital for 2025-26, and support for local …
Department for Education
11
Recommendation
5th Report - Solving the SEND Crisis
Accepted in Part
The Department for Education should publish a unified national framework for ordinarily available provision and SEN support. This should offer clear, evidence-led guidance and include practical, real-world examples tailored to educators and educational settings, ensuring that all practitioners have access to quality-assured strategies and interventions. (Recommendation, Paragraph 74)
Government response. The government has not committed to publishing a unified national framework but is working to improve inclusivity and expertise through other means. These include deploying RISE advisors to disseminate effective practice, making inclusive practice standard in early years, funding training …
Department for Education
12
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Department should publish statutory requirements mandating the minimum resources, specialist expertise, and equipment that every educational setting must have access to as a part of their offer of SEN support and in order to deliver an inclusive education. This will establish a clear, enforceable baseline covering staffing, training, physical …
Government response. The government's response details initiatives to improve inclusivity and expertise through RISE advisors, SENCO training, and strengthening teacher training, but it does not commit to publishing statutory requirements mandating minimum resources, specialist expertise, and equipment for educational settings as requested.
Department for Education
13
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Current levels of EHC plans are unsustainable; however, the solution to this cannot be to remove the statutory entitlements from a system which lacks accountability in many other areas and in which parents already have so little trust and confidence. We have heard throughout our inquiry from parents, schools, and …
Government response. The government acknowledges the importance of early intervention, noting it is central to the early years agenda and the Best Start in Life strategy. It outlines ongoing actions to make inclusive practice standard, increase funding for providers, fund Best Start …
Department for Education
14
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Support should be provided as soon as a need is identified, rather than only once an EHC plan is in place. This would bring England in line with good practice found internationally, for example in in Ontario, Canada, where entitlement is based on need rather than lengthy assessment processes. Such …
Government response. The government states it is already making changes to improve early support for children with SEND through initiatives like embedding inclusive practice, increasing funding, funding family hubs, and early language interventions. They will continue to ensure access to proven programmes.
Department for Education
15
Conclusion
5th Report - Solving the SEND Crisis
Deferred
Where EHC plans are issued, they carry a statutory duty which must be delivered in full. To make this a reality, the Department for Education should strengthen the ability of local authorities to meet these obligations by ensuring that the necessary levers are in place to compel other services, for …
Government response. The government acknowledges the importance of accountability and will work with the Ombudsman and Tribunal to define their roles in a reformed SEND system. They also commit to giving full consideration to the Committee's recommendations on strengthening local authority powers …
Department for Education
16
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Parents and carers of children and young people with SEND often feel excluded from the processes that affect their children’s education and support. However, meaningful and collaborative parental involvement is essential to the success of the SEND system. When parents and carers are actively engaged in the planning, decision-making, and …
Government response. The government shares the view on the importance of parental involvement and outlines plans for extensive engagement through a Ministerial development group, regional and online sessions, and ministerial roundtables. This engagement will inform future reforms and will be followed by …
Department for Education
17
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Parents and carers must be actively and meaningfully involved in all processes that affect their child’s education, support, and overall wellbeing. This includes being fully informed and invited to participate in all relevant meetings where decisions about their child’s needs or provision are being discussed at the school and local …
Government response. The government acknowledges the importance of parental involvement and outlines engagement activities with stakeholders to shape reform proposals, followed by a formal consultation. However, it does not commit to providing independent advocacy, dedicated resourcing for local authorities, or a New …
Department for Education
18
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Children and young people with SEND, and their families, have little trust and confidence in the SEND system, often shaped by adverse experiences. Inadequate communication and engagement from the Department with parents and carers and their organisations about future reforms, as well as media speculation, has further undermined parental trust …
Government response. The government acknowledges the need for partnership and outlines specific engagement activities, including a Ministerial development group, regional and online sessions, and ministerial roundtables, to rebuild trust and inform future reforms, followed by a formal consultation.
Department for Education
19
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
To avoid causing undue alarm and to help rebuild confidence and trust in the system, parents and carers must be fully engaged and any reforms must be implemented gradually and in a carefully phased manner. New approaches should first be piloted through a pathfinder model, allowing for thorough testing in …
Government response. The government acknowledges the need for partnership and engagement to shape reform proposals, outlining specific activities and a formal consultation. However, the response does not commit to piloting new approaches via a pathfinder model or to implementing reforms gradually and …
Department for Education
20
Conclusion
5th Report - Solving the SEND Crisis
Accepted
We have heard that accountability pressures relating to narrower measures of attainment and behaviour may incentivise schools and multi-academy trusts to adopt non-inclusive practices in order to meet narrow performance metrics. The introduction of the new Ofsted inspection framework presents a valuable opportunity to shift this dynamic. By placing greater …
Government response. The government states that Ofsted's new inspection framework, effective since November, includes an explicit focus on inclusion. It also highlights the new SEND inspection framework launched in January 2023, which aims to improve outcomes for children with SEND and refine …
Department for Education
21
Conclusion
5th Report - Solving the SEND Crisis
Accepted
The Department must urgently engage with Ofsted to ensure that the inclusion criterion within the new inspection framework is robust, measurable, and reflective of the experiences of all pupils, particularly, those with SEND. This should include incorporating metrics such as the proportion of pupils with SEND on roll, their attendance …
Government response. The government confirms Ofsted's new framework, effective since November, explicitly focuses on inclusion and that a new SEND inspection framework was launched in January 2023. The Department continues to work with Ofsted/CQC to refine the framework in line with wider …
Department for Education
22
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Department for Education should introduce mandatory, comprehensive SEND training for all Ofsted inspectors. The success of the new framework depends on inspectors having a deep understanding of SEND, including how to identify, assess, and evaluate inclusive practice. Without this 159 expertise, there is a significant risk that inspections will …
Government response. The government stated Ofsted's new framework focuses on inclusion and highlighted the new SEND inspection framework launched in 2023, with ongoing work to refine it, but did not address the recommendation for mandatory SEND training for all inspectors.
Department for Education
23
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Area SEND inspections should engage with parents across the locality to gather the perspective of parents of children with SEND on the admissions policies and inclusive practices of local authorities, schools and multi- academy trusts in the area. (Recommendation, Paragraph 122)
Government response. The government notes that a new SEND inspection framework launched in January 2023. A recent review identified a need for greater family involvement, and the Department is continuing to work with Ofsted/CQC to refine the framework, implying that parental engagement …
Department for Education
24
Conclusion
5th Report - Solving the SEND Crisis
Accepted
We have heard about significant variability in the provision of SEN support and inconsistencies in the implementation of EHC plans across education settings. The limitations of the Local Government Ombudsman’s powers mean there is insufficient accountability for the delivery of SEND support, as well as other aspects of school-based provision. …
Government response. The government acknowledges the issues raised regarding accountability and states they will work closely with the Local Government and Social Care Ombudsman and the Tribunal to determine their roles within a reformed SEND system.
Department for Education
25
Recommendation
5th Report - Solving the SEND Crisis
Deferred
The Government must extend the powers of the Local Government Ombudsman to cover complaints about the delivery of EHC plans, SEN support and other appropriate inclusive education for children with SEND in schools, multi-academy trusts and other education settings. This would strengthen accountability, provide families with a clearer route to …
Government response. The government will work closely with the Ombudsman and Tribunal to determine their roles in a reformed SEND system, but does not commit to extending the Ombudsman's powers as recommended.
Department for Education
26
Recommendation
5th Report - Solving the SEND Crisis
Acknowledged
To ensure accountability for inclusive practice, SEND expertise should be embedded within schools and multi-academy trust (MAT) governance structures, for example, by making it mandatory to appoint governors or trustees with specific responsibility for and relevant expertise (including lived experience) of SEND as we saw in Ontario. Without this, inclusive …
Government response. The government is committed to improving inclusivity and expertise in mainstream schools, and created an Expert Advisory Group for Inclusion and a team of expert Regional Improvement for Standards and Excellence (RISE) advisors to work with schools.
Department for Education
27
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Tribunals are an important feature of the accountability system, allowing families to challenge local authorities’ decisions regarding their children’s support; however, they should only need to be used as a last resort. We are deeply concerned by the number of local authorities found to have failed to meet their statutory …
Government response. The government acknowledges that the SEND system does not work for too many families, agrees with prioritising partnership working, and highlights the new SEND inspection framework launched in January 2023 to improve outcomes and local authority accountability.
Department for Education
28
Recommendation
5th Report - Solving the SEND Crisis
Accepted
The SEND Tribunal must remain as a backstop of the accountability process. The Department for Education and Department of Health and Social Care must systematically monitor SEND Tribunal outcomes and identify local authorities that repeatedly fail to comply with their statutory duties. The Government should mandate the framework for reporting …
Government response. The government acknowledges the SEND Tribunal's role as a backstop and refers to the new SEND inspection framework, launched in January 2023, as its approach to monitoring local area performance and taking action for non-compliance, rather than committing to new …
Department for Education
29
Conclusion
5th Report - Solving the SEND Crisis
Accepted
The outcomes of SEND Tribunal cases must be factored into area SEND inspections, with clear scrutiny of how repeated non-compliance reflects the quality and effectiveness of local provision. Where local authorities fail to uphold their statutory duties, this should directly lower their inspection rating. Ongoing failure must have clear consequences …
Government response. The government highlights the new SEND inspection framework (launched Jan 2023) for improving accountability and outcomes, noting DfE can act when local areas fail duties, and states DfE continues to refine the framework in line with wider SEND reforms, without …
Department for Education
30
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The limited engagement of health services in the SEND system stems from a lack of robust and enforceable accountability mechanisms. Despite being a critical enabler of positive educational outcomes for children with SEND, health services are not held to the same standards of responsibility as education providers. To deliver on …
Government response. The government acknowledges the importance of health and social care engagement and states it will give full consideration to the committee's recommendations for strengthening accountability frameworks, while also noting ongoing work to improve access to community health services and early …
Department for Education
31
Recommendation
5th Report - Solving the SEND Crisis
Acknowledged
There must be mandatory training for health commissioners on good practice in meeting the needs of children with SEND. (Recommendation, Paragraph 158)
Government response. The government is considering how to improve professional development for all teachers, including those teaching pupils with SEND, but commits to no specific action on mandatory training for health commissioners.
Department for Education
32
Conclusion
5th Report - Solving the SEND Crisis
Deferred
The powers of the SEND Tribunal should be extended to allow it to issue binding recommendations to health services, not just education providers. This would ensure that when a failure to deliver a health provision specified in an EHC plan occurs, health bodies are legally obligated to take corrective action. …
Government response. The government notes that SEND Tribunal decisions for health services are currently non-binding but usually followed, and states it will give full consideration to extending the Tribunal's powers to issue binding recommendations to health services.
Department for Education
33
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The Department for Education must significantly improve cross- departmental coordination with the Department of Health and Social Care and NHS England to establish clear, consistent accountability for SEND at the ICB level. Current arrangements are fragmented and lack clarity. Strengthening the role, authority, and visibility of the Senior Responsible Officer …
Government response. The government highlights ongoing close work with DHSC and NHS England to improve access to community health services and early interventions, and refers to the new SEND inspection framework (launched Jan 2023) as a mechanism to improve accountability and outcomes …
Department for Education
34
Conclusion
5th Report - Solving the SEND Crisis
Accepted
ELSEC and NELI are positive initiatives, but far more must be done to sustain and build on the progress they are achieving. Without ongoing commitment and resources, any gains risk being temporary and insufficient to address long-term needs. (Conclusion, Paragraph 164)
Government response. The government commits to continuing fully funded access to the NELI programme until AY 2028/29, funding specialist early language leads, and ensuring education and healthcare providers collaborate on evidence-based early interventions, indicating ongoing commitment and resources.
Department for Education
35
Recommendation
5th Report - Solving the SEND Crisis
Accepted in Part
A national rollout of ELSEC and NELI is essential and should be accompanied by comprehensive, long-term funding and resources to meet the scale of children’s speech and language needs. In addition, the Government should undertake further work to understand where the balance of resource should sit between early years and …
Government response. The government commits to continuing fully funded access to the NELI programme until AY 2028/29 and funding specialist early language leads. However, an independent evaluation of the ELSEC programme is underway to inform future decisions, and the recommendation for further …
Department for Education
36
Conclusion
5th Report - Solving the SEND Crisis
Accepted
There is a clear need to improve the consistency and effectiveness of the SENIF across early years provision. At present, practice varies significantly between local authorities, with differences in how funding is managed and allocated. This means there is inconsistency in access to early years SEND support. Such variation undermines …
Government response. The government commits to increasing funding for providers to support children with SEND and making improvements to how funding is allocated as part of wider SEND reforms, aiming to improve inclusion and early intervention.
Department for Education
37
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
To address inconsistency in the delivery of early years provision and the Special Educational Needs Inclusion Fund (SENIF), the Department for Education must establish a set of national inclusivity requirements for early years settings. These requirements should be backed by increased, funding to ensure providers are able to deliver inclusive …
Government response. The government acknowledges the importance of early years SEND support and states it is working to embed inclusive practice and increase funding through existing strategies, but does not commit to establishing new national inclusivity requirements or reforming the Disability Access …
Department for Education
38
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Best Start Family Hubs and the expansion of childcare provision present a valuable opportunity to engage with families earlier and identify SEND needs at the earliest possible stage. We welcome the announcement that every Best Start Family Hub will have a SENCO. However, SEND awareness is not currently sufficiently embedded …
Government response. The government acknowledges the importance of early identification and SEND awareness, detailing its ongoing 'Best Start in Life' strategy, including funding Best Start Family Hubs with trained professionals and continuing funding for early language interventions like the NELI program until …
Department for Education
39
Conclusion
5th Report - Solving the SEND Crisis
Accepted
The Department for Education must ensure that Best Start Family Hubs incorporate routine SEND screening and awareness as a core part of their early years services, supported by targeted training for staff and childcare providers to enhance early identification and referral. Additionally, dedicated funding must be allocated within childcare expansion …
Government response. The government highlights its existing 'Best Start in Life' strategy, which includes funding Family Hubs with trained professionals, early language interventions, and ongoing funding for SENCO training, but does not commit to introducing routine SEND screening or a new dedicated, …
Department for Education
40
Conclusion
5th Report - Solving the SEND Crisis
Accepted
The commitment for every Best Start Family Hub to have a dedicated SENCO should be embedded within the SEND workforce strategy and extend to educational psychologists and speech and language therapists. (Recommendation, Paragraph 176)
Government response. The government accepts the recommendation by detailing significant investment of over £31 million to train 600 more educational psychologists by 2025, and states it is working with DHSC and NHS England to improve access to speech and language therapy, affirming …
Department for Education
41
Recommendation
5th Report - Solving the SEND Crisis
Accepted
There is a need to increase access to CPD and ensure that staff from all agencies in every early years setting has the expertise to undertake the effective early identification of SEND needs. Through the Best Start in Life strategy the Government should also ensure that there is a strong …
Government response. The government details its existing 'Best Start in Life' strategy, including ongoing training for early years SENCOs, and significant investment in training additional educational psychologists, along with work to improve access to speech and language therapy, but does not commit …
Department for Education
42
Conclusion
5th Report - Solving the SEND Crisis
Rejected
The post-16 condition of funding, whereby students who have not achieved a grade 4 or above in GCSE English and maths are effectively repeatedly required to take GCSE resits in those subjects as part of their programme of study, must be reformed. Despite a modest rise in overall attainment over …
Government response. The government rejects the need to reform the post-16 English and maths resit policy, stating that students must continue to be supported under the condition of funding, and will strengthen this requirement for 2025/26 by setting minimum teaching hours and …
Department for Education
43
Recommendation
5th Report - Solving the SEND Crisis
Accepted in Part
The Government must introduce a three-route model for those who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen post-16 qualification/employment pathway: • Students who, based on their GCSE results at age 16 and prior attainment, have …
Government response. The government commits to a package of reforms to break the cycle of unnecessary resits, including offering new Level 1 stepping stone qualifications and changes to the accountability framework, but does not adopt the specific three-route model proposed by the …
Department for Education
44
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Greater policy focus is required on further education provision for young people with SEND. At present, both FE and SEND policy frameworks give limited consideration to the specific needs of learners post-16, and funding arrangements often fail to provide adequate resources to meet those needs. This lack of targeted attention …
Government response. The government acknowledges the need for greater policy focus on post-16 SEND provision, stating its recently published Post-16 Education and Skills White Paper commits to improving support for students with SEND, including investment in specialist advice and expanded mental health …
Department for Education
45
Conclusion
5th Report - Solving the SEND Crisis
Rejected
The Department for Education should introduce a dedicated and ring- fenced funding stream for SEN support beyond the age of 16. This would enable further education providers to recruit and retain specialist staff, provide tailored learning resources, and make the reasonable adjustments necessary to meet the diverse needs of learners …
Government response. The government rejects the recommendation for a dedicated and ring-fenced funding stream for post-16 SEN support, instead highlighting existing overall increases in unringfenced schools and high needs funding, and the unringfenced nature of high needs capital funding for local authorities.
Department for Education
46
Recommendation
5th Report - Solving the SEND Crisis
Accepted
When Ofsted considers the accountability of post-16 education settings, it should ensure a stronger focus on inclusivity and outcomes for young people with SEND. (Recommendation, Paragraph 191)
Government response. Ofsted has set out an explicit focus on inclusion in their new framework, gathering evidence on factors from school culture to assessment of need which came into effect on 10 November.
Department for Education
47
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
We know that some young people in some areas will have a long-term need for home to school transport due to extremely limited public transport options in their local area or their individual needs. We are concerned about the impact that lack of statutory home to school transport for 16–19-year- …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
48
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Department should review home to school transport and identify costs across regions. Additionally, the Department must mandate that all local authorities provide travel training programmes for young people with SEND in this age group to promote independence and safe travel where this is appropriate. Statutory transport provision should be …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the specifics of reviewing or mandating home to school transport.
Department for Education
49
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
While the Department’s update to the Initial Teacher Training and Early Career Framework is a positive move, it needs to go further to adequately prepare teachers to support pupils with SEND. SEND is still not fully integrated across all training modules, and there is a clear lack of focus on …
Government response. The government acknowledges the need for teachers to be better prepared for SEND, stating that the updated Initial Teacher Training and Early Career Framework (ITTECF) introduced in September 2025 includes enhanced statements on adaptive teaching and SEND, and commits to …
Department for Education
50
Conclusion
5th Report - Solving the SEND Crisis
Deferred
The Department for Education must implement a continuous review and update cycle for the ITT and ECF to keep training relevant and effective. It must urgently increase the number of ITT placements and explore the viability of mandating every teacher to complete a placement in a specialist setting during ITT …
Government response. The government defers the implementation of a continuous review cycle for ITT and ECF to a full review in 2027, and does not address the urgent increase in ITT placements or exploring mandatory specialist placements.
Department for Education
51
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The Department should provide comprehensive training within ITT and clear guidance for schools, multi-academy trusts and education staff on delivering inclusive education practice. This will ensure that all settings understand their legal obligations and are equipped to make the necessary accommodations to support pupils with SEND effectively. Embedding this knowledge …
Government response. The government has introduced the Early Career Teacher Entitlement (ECTE) and the Initial Teacher Training and Early Career Framework (ITTECF) with enhanced SEND statements, and committed to providing targeted support for ECTs in special schools, partially addressing the need for …
Department for Education
52
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
It is deeply concerning that SEND-specific continuing professional development (CPD) is not mandatory. The education workforce must be consistently equipped with up-to-date, evidence-based knowledge through ongoing CPD to ensure an inclusive mainstream with high-quality support for children and young people with SEND. (Conclusion, Paragraph 209)
Government response. The government's response focuses on early career teacher frameworks and a future review, failing to address the committee's specific concern about SEND-specific continuing professional development (CPD) not being mandatory for the broader education workforce.
Department for Education
53
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Continuous professional development in SEND should not be viewed solely as a support mechanism for specialist SEND educators. When all teachers are trained to understand and respond to the needs of pupils with SEND, the entire workforce becomes more inclusive, adaptive, and confident in managing diverse classrooms. An essential skill …
Government response. The government acknowledges the importance of improving professional development for "all teachers" and highlights the ITTECF's enhanced SEND statements, aligning with the principle that all teachers need SEND training, but does not commit to making CPD continuous or mandatory for …
Department for Education
54
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
SEND CPD should be made mandatory to ensure that all educators are equipped to meet the diverse needs of children and young people with SEND. This could be achieved through a nationally recognised supplementary qualification in SEND that all existing teachers must complete within a defined timeframe (e.g. three years), …
Government response. The government's response outlines updates to early career training frameworks and future reviews but does not commit to making SEND-specific continuing professional development (CPD) mandatory for all educators as recommended.
Department for Education
55
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
We welcome the introduction of the new National Professional Qualification (NPQ) for SENCOs as a positive step towards enhancing the leadership and expertise of SEND provision in schools and multi-academy trusts. However, further action is urgently needed. The scale of the challenges facing SENCOs including excessive workloads, insufficient time to …
Government response. The government's response highlights the mandatory NPQ for SENCOs and a review of its content and delivery in 2025, but does not address the urgent challenges of excessive SENCO workloads, insufficient time, or lack of support.
Department for Education
56
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Strong leadership on SEND is essential to delivering effective and inclusive education. Often the bulk of responsibility for SEND inclusion falls to a single SENCO and this should not be the case. Evidence shows that when senior leadership prioritises inclusion, this commitment permeates throughout the school, positively influencing staff attitudes …
Government response. The government's response mentions the mandatory NPQ for SENCOs and a review of NPQ frameworks in 2025 to strengthen inclusive leadership practices, which aligns with the conclusion's emphasis on strong, strategic SEND leadership.
Department for Education
57
Recommendation
5th Report - Solving the SEND Crisis
Accepted
To strengthen leadership on SEND, the Department should, in the short term, mandate that at least one member of the Senior Leadership Team in every school and every multi-academy trust holds SENCO qualifications. (Recommendation, Paragraph 218)
Government response. The government states that the NPQ for SENCOs, now mandatory, addresses the recommendation by providing essential knowledge and skills for SENCOs in mainstream schools.
Department for Education
58
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Department should also publish guidance on appropriate SENCO- to-pupil ratios and develop a national strategy to ensure these ratios are achieved consistently across schools and multi-academy trusts. (Recommendation, Paragraph 219)
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the call to publish guidance on SENCO-to-pupil ratios.
Department for Education
59
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
Within four years, the Department should introduce a requirement for all new headteachers to hold a SEND-specific qualification. Ensuring that SEND expertise is embedded at the highest levels of school or multi- 167 academy trust leadership will promote strategic oversight, improve the quality of inclusive practice, and better meet the …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the recommendation to require SEND-specific qualifications for new headteachers.
Department for Education
60
Conclusion
5th Report - Solving the SEND Crisis
Deferred
Learning support assistants and teaching assistants are integral to the effective delivery of SEND support and resourcing their deployment properly can help reduce the need for expensive specialist placements. To sustain and strengthen their contribution, improvements are urgently needed in the recruitment, training, CPD and retention of this workforce. We …
Government response. The government states that the newly established School Support Staff Negotiating Body (SSSNB) will advise on suitable training and career progression routes for TAs and LSAs, thereby deferring action on these improvements and the concern about SEND-specific training.
Department for Education
61
Conclusion
5th Report - Solving the SEND Crisis
Deferred
SEND content should be an integral part of teaching assistant training, and they should be provided with regular opportunities for CPD and peer support. This could be through incentivised or ring-fenced funding for schools and multi-academy trusts to release teaching assistants and learning support assistants for SEND CPD, removing practical …
Government response. The government defers action on ensuring SEND content in TA training, providing regular CPD, and offering incentivised funding to the new School Support Staff Negotiating Body (SSSNB), which will advise on suitable training routes.
Department for Education
62
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The Department should issue guidance on teaching assistant-to-pupil ratios and urgently address the worsening crisis in recruiting and retaining TAs and learning support assistants to ensure these ratios can be met. These professionals are vital to the delivery of inclusive education, yet their contribution continues to be undervalued and under-supported. …
Government response. The government commits to addressing competitive pay increases for TAs and LSAs through the new School Support Staff Negotiating Body (SSSNB), which will also advise on career progression routes. However, it does not address issuing guidance on TA-to-pupil ratios, expanding …
Department for Education
63
Conclusion
5th Report - Solving the SEND Crisis
Accepted
These measures are essential. Without decisive action, the system will continue to lose experienced staff, leaving vulnerable pupils without the support they need and deserve. (Recommendation, Paragraph 226) 168
Government response. The government is establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill to negotiate pay, terms, and advise on training and career progression for support staff, aiming to address recruitment and retention challenges.
Department for Education
64
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Many children with SEND and their families continue to have unsatisfactory experiences when navigating the SEND system, particularly in their interactions with local authority staff. These challenges are often rooted in a failure to work empathetically in partnership with parents and carers and demonstrate a limited understanding of the assessment …
Government response. The government acknowledges that the SEND system does not work for too many families and agrees on the importance of local authorities prioritising good partnership working, while also referencing the new SEND inspection framework.
Department for Education
65
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Local authority staff require improved training on child development, SEND law, parent engagement and mediation, alongside changes in practice that strengthen accountability and foster more constructive relationships with parents and carers. This should include meaningful parental involvement at every stage of the decision-making process regarding a child’s needs and support. …
Government response. The government agrees on the importance of local authorities prioritising good partnership working with families, stating it will give full consideration to the committee's recommendations and referencing the new SEND inspection framework.
Department for Education
66
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Shortages of educational psychologists and allied health professionals, including speech and language therapists, occupational therapists, and physiotherapists are significantly undermining the availability and quality of SEND support. These workforce gaps delay assessments, restrict access to essential interventions, and place additional pressure on schools and multi- academy trusts to fill specialist …
Government response. The government is investing over £31 million to train 600 more educational psychologists by 2025, promoting degree apprenticeships for speech and language therapists, and working to improve access and effective deployment of allied health professionals.
Department for Education
67
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The DfE and DHSC should urgently develop a joint SEND workforce plan to address shortages and build capacity across education, health, and care services. This should include explicit measures to deliver a shift in the deployment of educational psychologists, speech and language therapists and other allied health professionals away from …
Government response. The government is working with DHSC and NHS England to improve access to health services and ensure more effective deployment of allied health professionals away from bureaucracy. They are investing over £31 million to train 600 more educational psychologists by …
Department for Education
68
Conclusion
5th Report - Solving the SEND Crisis
Accepted
It is clear that the current levels of funding provided to schools and multi- academy trusts are inadequate to support the effective inclusion of pupils with SEND. The notional £6,000 threshold is insufficient to deliver good SEN support, placing unsustainable pressure on school budgets. The Department cannot reasonably expect inclusive …
Government response. The government highlights a £4.2 billion increase in overall schools and high needs funding by 2028–29, extends the Statutory Override for local authorities until 2027–28, and is providing £740 million high needs capital for 2025–26, with further details on deficit …
Department for Education
69
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
The current £6,000 notional threshold is outdated and inadequate. It must be automatically uprated each year in line with inflation to prevent further erosion of support for pupils with SEND. This is a necessary correction to address years of chronic underfunding. This funding should also be ringfenced to ensure it …
Government response. The government's response highlights overall funding increases and support for local authorities but does not address the specific recommendations to uprate the £6,000 notional threshold with inflation, ringfence the funding, or set a clear trajectory for a new funding model.
Department for Education
70
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
We have seen and heard evidence that delivering inclusive practice in education improves long term outcomes for children and young people with SEND which has wider benefits to the economy as well as costing less to deliver than expensive specialist placements. (Conclusion, Paragraph 253)
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
71
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Government should undertake a rigorous cost-benefit analysis to understand the short- and long-term economic benefits of investing in a fully inclusive education system. (Recommendation, Paragraph 254)
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the call for a cost-benefit analysis.
Department for Education
72
Conclusion
5th Report - Solving the SEND Crisis
Accepted
Funding must be strategically deployed to deliver the best outcomes for children and young people with SEND. This should include prioritised investment in early intervention. Timely and targeted support is essential 170 and can prevent some needs such as speech and language and SEMH needs from escalating, reducing long-term costs …
Government response. The government is prioritising early intervention through its Best Start in Life strategy, increasing funding for early years providers, extending funding for the Nuffield Early Language Intervention until 2028/29, and funding specialist early language leads.
Department for Education
73
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The High Needs Block should be refocused to enable and incentivise earlier intervention. Currently, a significant proportion of this funding is directed towards supporting high-cost, specialist provision once needs have escalated. While such provision is vital for some, a more preventative approach is needed to reduce long-term need and improve …
Government response. The government details specific investments in early intervention programs and strategies, including funding for early language leads and extending proven programs, but does not explicitly commit to refocusing or redirecting High Needs Block funding as recommended.
Department for Education
74
Recommendation
5th Report - Solving the SEND Crisis
Acknowledged
The National Funding Formula must ensure that funding for SEND is both fair and sufficient to meet the needs of children and young people across the country. While some geographical variation is to be expected, this should reflect the prevalence and relative level of need in each area. The formula …
Government response. The government outlined an increase of £4.2 billion in schools and high needs funding, committed to supporting local authorities with SEND deficits until 2027–28, and allocated £740 million for high needs capital, stating these measures will help improve SEND outcomes.
Department for Education
75
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
A comprehensive review of the National Funding Formula is urgently needed to ensure funding is allocated fairly and reflects the real level of need across the country. The current formula fails to address historic underfunding, ignores rising inflation, does not account for regional differences in cost and need and ignores …
Government response. The government highlighted an increase of £4.2 billion in schools and high needs funding, committed to supporting local authorities with SEND deficits, and allocated £740 million for high needs capital, but did not commit to a comprehensive review of the …
Department for Education
76
Conclusion
5th Report - Solving the SEND Crisis
Deferred
The extension of the statutory override until 2027/28 is a welcome step, but it remains a temporary measure in response to the ongoing financial instability facing local authorities across England. Reducing deficits is essential to achieving long-term financial sustainability however, this 171 cannot be done at the expense of local …
Government response. The government acknowledges the need to support local authorities in managing SEND system deficits and reiterates the extension of the Statutory Override until 2027–28, stating that further details on plans for historic deficits will be set out in the upcoming …
Department for Education
77
Conclusion
5th Report - Solving the SEND Crisis
Accepted
We believe that a reset of local authority finances through a partial write- off of SEND-related deficits could provide a necessary step towards long- term stability. However, this must be approached with care, recognising the progress made by some local authorities through the Delivering Better Value in SEND programme and …
Government response. The government will work with local authorities to manage SEND system deficits and will extend the Statutory Override until 2027-28. Further details on supporting local authorities with historic and accruing deficits will be provided through the upcoming Local Government Finance …
Department for Education
78
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The current failure to embed Special Educational Needs and Disabilities (SEND) as a shared priority across government departments is not just a policy oversight, it is a profound injustice to some of the most vulnerable children in our society. It is evident that SEND is not sufficiently seen as a …
Government response. The government acknowledges the need for shared working across education, health, and care services, describing ongoing collaboration to improve access to community health services and ensure allied health professionals are effectively deployed. They also mention a new SEND inspection framework …
Department for Education
79
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
SEND should be identified as a priority across the health system and ongoing NHS restructuring must be used as an opportunity to strengthen the role and accountability of health services in supporting children and young people with SEND. This includes ensuring that ICBs are fully engaged in local SEND systems, …
Government response. The government acknowledges the importance of partnership between education, health, and care services and describes ongoing collaboration to improve access to community health services. They mention a new SEND inspection framework covering LAs and ICBs, but do not commit to …
Department for Education
80
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
Bringing education and health more closely together should be supported by an evidence led approach, drawing on the role of NICE (National Institute for Health and Care Excellence) to produce new SEND guidelines and intervention pathways. (Recommendation, Paragraph 277)
Government response. The government agrees that reforms should be evidence-based and refers to the 10-Year Health Plan and an independent evaluation of the Early Language Support for Every Child programme to inform future decisions. However, they do not commit to specifically drawing …
Department for Education
81
Conclusion
5th Report - Solving the SEND Crisis
Not Addressed
Crucially, this must be backed by appropriate financial investment from the health sector to meet statutory duties, provide timely access to therapies and assessments, and contribute equitably to joint commissioning arrangements. All areas should have a robust and fully operational partnership arrangement in place by autumn 2026. This should be …
Government response. The government states it is working with DHSC and NHS England to improve access to community health services and ensure allied health professionals are effectively deployed. However, the response does not address the recommendation for appropriate financial investment from the …
Department for Education
82
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
Guidance on the delegation of healthcare responsibilities within schools and multi-academy trusts remains weak. There is insufficient clarity on how and when healthcare tasks can be appropriately and safely assigned to school or multi-academy trust staff, what training and safeguards should accompany such delegation, and ultimately where responsibility lies between …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
83
Recommendation
5th Report - Solving the SEND Crisis
Not Addressed
The Department for Education and the Department of Health and Social Care should issue joint statutory guidance clarifying how and when healthcare responsibilities can safely be delegated in schools and multi- academy trusts. This should be produced in collaboration with school and multi-academy trust leaders and health and education unions …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the need for joint statutory guidance.
Department for Education
84
Recommendation
5th Report - Solving the SEND Crisis
Accepted
The Department of Health and Social Care must urgently appoint a dedicated national SEND lead to drive accountability and coordination across the health system. This role must be empowered and mandated to provide coherent strategic leadership on the delivery of health- related SEND duties, forge robust partnerships with education and …
Government response. The Department is working to improve access to community health services for children with SEND and ensure allied health professionals are more effectively deployed, but does not directly address the need for a national SEND lead.
Department for Education
85
Recommendation
5th Report - Solving the SEND Crisis
Deferred
The Government should place a clear statutory duty on health services, including ICBs and NHS providers, to ensure their full and accountable participation in the planning, commissioning, and delivery of SEND provision. This duty must align with the Children and Families Act 2014 and the SEND Code of Practice, which …
Government response. The government acknowledges the essential role of ongoing health and social care engagement and notes the non-binding nature of SEND Tribunal decisions for health bodies. They do not commit to placing a clear statutory duty on health services but state …
Department for Education
86
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
If the Department for Education expands the use of resource bases to increase specialist provision within mainstream schools and multi- academy trusts, it must set out a detailed implementation plan. This plan should clearly specify how resource bases should be staffed, including required qualifications, expertise, and staff-to-pupil ratios to ensure …
Government response. The government notes that many mainstream settings already provide specialist provision through SEN units and resourced provision and states they would like to explore how to make these practices more widespread. However, they do not commit to setting out a …
Department for Education
87
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The allocation of £740 million in high needs capital funding for 2025–26 is a welcome investment and reflects a growing recognition of the urgent need to expand and improve SEND provision. However, this funding should be seen as a starting point rather than a solution. One-off or short-term funding cycles …
Government response. The government acknowledges the important role of the £740 million high needs capital funding for 2025–26 as a core investment. They state they will provide more detail on their approach across the spending review period in due course, without explicitly …
Department for Education
88
Conclusion
5th Report - Solving the SEND Crisis
Deferred
The Department for Education should develop and implement a comprehensive capital investment strategy for SEND. This strategy should provide clarity over future funding streams, enable better forecasting and planning, and support the development of high-quality, fit-for- purpose settings across both mainstream and specialist provision. (Recommendation, Paragraph 311)
Government response. The government acknowledges the important role of capital funding and the £740 million for 2025–26. However, they do not commit to developing and implementing a comprehensive capital investment strategy for SEND, stating only that more detail on their approach across …
Department for Education
89
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
We welcome the Children’s Wellbeing and Schools Bill, particularly the proposed reforms that give local authorities a greater role in key decision- making areas such as the establishment of new schools, oversight of admissions, and the placement of pupils. These changes represent a positive step toward restoring strategic oversight at …
Government response. The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
90
Conclusion
5th Report - Solving the SEND Crisis
Accepted in Part
The Department for Education should expand specialist SEND provision by investing in high-quality specialist state schools and mainstream resource bases and other mainstream provision. This should be achieved through shifting funding from some independent specialist school provision to better value for money state specialist school provision. This will help meet …
Government response. The government acknowledges the vital role of special schools and specialist post-16 provision, and states a commitment to improving support across the system. They also express a desire to explore how to make widespread the practices of mainstream settings delivering …
Department for Education
91
Conclusion
5th Report - Solving the SEND Crisis
Deferred
As part of the expansion of specialist SEND, the highest-performing state specialist schools should be designated as Centres of Excellence. These schools would play a leading role in supporting the development of expertise across other schools, local authorities or multi-academy trusts by providing training, sharing best practice, and offering targeted …
Government response. The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education
92
Recommendation
5th Report - Solving the SEND Crisis
Deferred
The Government should continue to review whether local authorities have the necessary powers to fulfil their legal obligations to children and young people with SEND in order to address the mismatch between powers and responsibilities which has arisen as a consequence of previous reforms. (Recommendation, Paragraph 315) 175
Government response. The government states it appreciates the committee's consideration and will respond to their recommendations concerning improving local authority accountability, including matters related to the SEND tribunal.
Department for Education
93
Recommendation
5th Report - Solving the SEND Crisis
Deferred
As it seeks to expand the capacity of specialist state schools and deliver inclusive mainstream schools, the Government should monitor and report on an annual basis on the number of pupils with SEND in mainstream schools, in specialist independent schools and specialist state schools. (Recommendation, Paragraph 316)
Government response. The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education
94
Conclusion
5th Report - Solving the SEND Crisis
Acknowledged
The data currently collected and available to the DfE on both mainstream and specialist SEND need is limited and inconsistent. Comprehensive data at the local, regional and national level is essential to assessing the sufficiency of capacity and determining funding allocations for education settings. (Conclusion, Paragraph 321)
Government response. The government thanks the committee for its recommendations, stating it will carefully consider them while engaging with stakeholders before publishing its SEND system plans in the forthcoming Schools White Paper.
Department for Education
95
Conclusion
5th Report - Solving the SEND Crisis
Deferred
To plan effectively for future capacity and ensure the right support is in place, the Department must take a data driven approach, developing a more robust understanding of need by systematically gathering and analysing relevant, high-quality data. This should include a national SEND data strategy that requires local authorities and …
Government response. The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education