Recommendations & Conclusions
26 items
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 …
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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 the support children need. It should be clear what professional skills and expertise an inclusive mainstream school should be able to draw on, and how this expertise will be made available. (Recommendation, Paragraph 39)
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Government response AI summary
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 has introduced a degree apprenticeship …
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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 …
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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 mainstream education. (Conclusion, Paragraph 73)
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Government response AI summary
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 authorities managing SEND deficits.
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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 …
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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 the Department for Education that the increased need for EHC plans is due to support not being provided through ordinarily available provision and SEN support, leading to a lack of trust from parents. We have also seen that for many children and young people with less complex needs, high quality support can be provided without a plan. While some pupils will always need an EHC plan, evidence indicates that mainstream schools and multi-academy trusts practising real inclusivity generate fewer EHC plans, as they meet more students’ needs effectively without them. (Conclusion, Paragraph 92)
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Government response AI summary
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 Family hubs, and provide early …
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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 …
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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 a change would prevent the current situation in which many children receive little or no effective support while waiting for an EHC plan and would ensure timely intervention that can improve outcomes and reduce escalation of need. The Department’s SEND reforms must not be based on any withdrawal of statutory entitlements for children and young people with SEND. The Department must instead set out plans for reform which increase accountability across the whole of the SEND system, so that many more parents and carers can be confident that their children’s needs will be met regardless of whether they have a diagnosis or EHC plan. (Recommendation, Paragraph 93)
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Government response AI summary
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.
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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 …
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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 delivery of support, both satisfaction and outcomes improve significantly. Engagement fosters greater trust, transparency, and confidence in the system, and helps build constructive, collaborative relationships between families, professionals, support and advice services including SENDIASS. Ensuring parents and carers are treated as equal partners in any process must be a fundamental feature of any reformed SEND system. (Conclusion, Paragraph 101)
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Government response AI summary
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 a formal consultation after a …
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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 …
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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 in the Department for Education and in the future SEND system. It is wholly unacceptable that families already under considerable pressure should face additional anxiety and disruption. While there is widespread recognition among parents and carers that reform is necessary, there remains deep concern about the form these changes will take and whether they will lead to meaningful and lasting improvements. (Conclusion, Paragraph 107) 158
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Government response AI summary
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.
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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 …
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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 emphasis on inclusion and the experiences and progression of all learners, the framework has the potential to ensure that schools and multi-academy trusts are more meaningfully held to account for the inclusivity and accessibility of the education they deliver, thereby promoting a more equitable and supportive environment for every student. (Conclusion, Paragraph 118)
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Government response AI summary
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 the framework.
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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 …
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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 rates, exclusion figures, school swaps, progression and attainment and other indicators of engagement and outcomes, to provide a clearer picture of how effectively schools and multi-academy trusts are supporting these learners. It is important that the new framework does not disadvantage schools with high levels of SEND pupils, particularly in disadvantaged areas, by contextualising quantitative indicators with qualitative evidence, recognising systemic barriers, and balancing accountability with constructive support to avoid disproportionate pressure on teachers’ workloads. (Recommendation, Paragraph 119)
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Government response AI summary
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 SEND reforms, indicating ongoing engagement …
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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)
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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)
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Government response AI summary
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 will be strengthened.
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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. …
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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. This has led to repeated failures to meet children’s needs. This is a serious and unacceptable accountability gap that must be closed if inclusive mainstream education is to be a reality. (Conclusion, Paragraph 127)
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Government response AI summary
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.
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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 …
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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 SEND Tribunal data and undertake focused work with poor performing local authorities to understand why they are so often failing to uphold their statutory duties and support them through resourcing and targeted intervention, including specialised training, to address underlying issues and ensure that the rights of children and young people with SEND are upheld. The SEND White Paper should explicitly identify and set out plans to address any structural or resource-related barriers to effective support. (Recommendation, Paragraph 145)
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Government response AI summary
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 systematic monitoring or data framework …
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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 …
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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 if accountability is to mean anything. (Recommendation, Paragraph 150)
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Government response AI summary
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 explicitly confirming that tribunal outcomes …
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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)
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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)
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Government response AI summary
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.
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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 …
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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 the principle of equitable access to early education and can place additional pressure on providers in areas with less generous or less flexible SENIF arrangements. In addition, the eligibility criteria for the Disability Access Fund limits its effectiveness. Tying this funding to Disability Living Allowance, creates an unnecessary barrier to eligibility that risks excluding the very children the funding was created to help and shifts the burden of unmet need onto providers and families. (Conclusion, Paragraph 168)
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Government response AI summary
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.
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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 …
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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 and Family Hub budgets specifically to support SEND-related training for early years staff and families of children with SEND, resources, and integrated multi- agency working, ensuring sustainable and effective early intervention. (Recommendation, Paragraph 175)
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Government response AI summary
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, ring-fenced funding stream for SEND-related …
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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 AI summary
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 support for these roles within …
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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 …
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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 and consistent framework for building SEND capacity and good practice in early years settings through the deployment of educational psychologists, speech and language therapists and other specialists in training the workforce. From September 2025, 80 per cent of the funding for early years providers will come from the Government, and the Department should introduce a new set of inclusivity requirements for all early years settings, provide the foundation for greater inclusivity across all early years settings. (Recommendation, Paragraph 177) 163 Post-16
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Government response AI summary
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 to introducing a new set …
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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 …
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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 and investment contributes to significant gaps in provision and support, leaving many of these young people effectively overlooked within the education system. Without dedicated and sufficient funding for SEN support beyond the age of 16, mainstream further 164 education settings will struggle to provide the adjustments, specialist staff, and tailored resources necessary to meet learners’ needs and achieve good outcomes. This is incompatible with the Government’s vision for inclusive mainstream education. Without targeted reform and investment, the FE sector risks falling behind other parts of the education system. (Conclusion, Paragraph 189)
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Government response AI summary
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 services in colleges, and supporting …
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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 AI summary
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.
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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 AI summary
The government states that the NPQ for SENCOs, now mandatory, addresses the recommendation by providing essential knowledge and skills for SENCOs in mainstream schools.
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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 AI summary
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.
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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 …
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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 roles they are not equipped to provide. In addition, the shortages have resulted in far too many highly skilled professionals being deployed predominantly in undertaking assessments and writing reports rather than working directly and therapeutically with children and young people. This has to change, for the benefit of professionals who are becoming harder to retain, and in order to deliver a genuinely inclusive system in which access to support is available for every child who needs it. (Conclusion, Paragraph 239)
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Government response AI summary
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.
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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 …
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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 education to be realised without a significant increase in investment. Adequate and sustained resourcing is essential to ensure that mainstream schools, multi-academy trusts and teaching staff are properly equipped to be inclusive. However, the Government does not appear to have a realistic understanding of the scale of investment required to deliver a genuinely inclusive education system. Without acknowledging and addressing the true level of resource needed, efforts to improve outcomes for pupils with SEND risk falling short. (Conclusion, Paragraph 249)
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Government response AI summary
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 support to follow.
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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 …
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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 to the system, and improving educational and life outcomes. Prioritising early support in such areas not only represents better value for money but also aligns with a preventative, rather than reactive, approach to SEND provision. Ensuring that schools, multi-academy trusts and services are resourced to identify and meet speech and language and SEMH needs at the earliest stage should be a central principle of any funding reform. However, the Department must recognise that while early intervention plays a crucial role in supporting children with disabilities, it is not a solution for all needs. Some children will require consistent, long-term support throughout their lives. Where this is the case, it is essential that adequate and sustained funding and resources are in place to ensure these children receive the ongoing support they need to thrive. (Conclusion, Paragraph 255)
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Government response AI summary
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.
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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 …
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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 Safety Valve agreements, and the contributions already made by some local authorities from their General Fund towards SEND over and above contributions from their High Needs education block. It is essential that the Department for Education engages meaningfully with local government representatives to develop a fair and transparent approach that supports improvement while ensuring accountability. The Department must provide further detail on this in the upcoming SEND white paper due in Autumn 2025. (Recommendation, Paragraph 268) Building stronger partnerships
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Government response AI summary
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 Settlement.
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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 …
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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 173 care sectors, and ensure that the needs of children and young people with SEND are embedded in the heart of health policy, planning, and workforce development from senior officials to frontline services. (Recommendation, Paragraph 289)
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Government response AI summary
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.
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Department for Education