Recommendations & Conclusions
12 items
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 …
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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 must be accessible, safe, and designed to meet a wide range of sensory and physical needs; • teachers and teaching assistants and other support staff should have the expertise, training, and confidence to support diverse learners, underpinned by regular access to embedded specialist professionals; • the curriculum must be flexible, relevant, and reflect the representation of young people with SEND; and the Government must ensure the curriculum itself and the assessment of it reflect and accommodate their needs; 154 • accountability systems must examine and prioritise the progress and outcomes of all pupils, on a rounded set of indicators which include but are not limited to academic attainment, so that inclusion is embedded as an essential component of quality for all settings. The proportion of pupils with SEND should be published and compared with other local schools and multi-academy trusts, to act as a disincentive to exclusionary practices; and • critically, good inclusive practice must always ensure rigorous, systemic approaches to understanding the individual needs of every child and delivering personalised support. (Recommendation, Paragraph 36)
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Government response AI summary
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 practice standard in early years …
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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 …
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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 reforms and report on progress at least on an annual basis. (Recommendation, Paragraph 49) Securing inclusive education
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Government response AI summary
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, which will include a formal …
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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 …
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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 causing delays in identifying needs, inadequate support, and an overreliance on EHC plans. This not only undermines trust in the system but also places unnecessary strain on families. National standards must be introduced without delay to establish clear, enforceable expectations while allowing for local flexibility where appropriate. (Conclusion, Paragraph 72)
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Government response AI summary
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 practice and help schools improve, …
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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)
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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)
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Government response AI summary
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 for early years SENCOs, delivering …
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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 …
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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 reception in order to ensure it is able to achieve its goal of 75 per cent of 5-year-olds in England to have a good level of development by 2028. (Recommendation, Paragraph 165)
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Government response AI summary
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 work on resource balance between …
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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 …
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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 a realistic prospect of achieving grade 4 in maths and/or English should be supported to work towards those qualifications. • Vocational courses of study, for which the English and maths content required can be easily identified, should have that content built into the curriculum. Students taking courses with embedded English and maths content which have been rigorously quality assured could then, in consultation with employers, be considered for exemption from the requirement to re-sit English and maths GCSE. • Students who, based on past performance, are very unlikely to attain grade 4 in maths and/or English despite multiple resits and who would benefit from pursuing a functional skills qualification in maths and/or English—for example, focused on financial literacy, debt and interest and household budgeting—should be supported to achieve a pass in that form of qualification. (Recommendation, Paragraph 187)
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Government response AI summary
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 committee, stating a consultation will …
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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 …
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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 is crucial for promoting inclusive practices, preventing discrimination, and fostering environments where every child can thrive. (Recommendation, Paragraph 204)
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Government response AI summary
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 training. A full review of …
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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. …
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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. A robust and comprehensive strategy is urgently required. This must include: • A clear career progression framework with opportunities to develop specialist expertise and the opportunity for some TAs to progress to qualified teacher status. • Competitive pay increases that reflect the skill, responsibility, and complexity of their roles. • Expanded and better-promoted apprenticeship pathways to attract new entrants and diversify the workforce. • Clearer communication to schools, multi-academy trusts and stakeholders about the distinct functions, expectations, and career progression routes within TA and LSA roles. (Recommendation, Paragraph 225)
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Government response AI summary
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 apprenticeship pathways, or clearer communication …
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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 …
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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 undertaking assessments and writing reports and towards greater deployment in education settings, delivering therapeutic support for children and upskilling early years practitioners, teachers and support staff. This will enable professionals to concentrate on delivering frontline support. Such an approach would help 169 retain skilled practitioners within the system and encourage those who have left the profession, often due to excessive paperwork and limited direct engagement to return. (Recommendation, Paragraph 240) Getting to a sustainable model of funding
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Government response AI summary
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 2025 and promoting degree apprenticeships …
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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 …
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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 outcomes. Redirecting a greater share of High Needs funding towards early identification and support within mainstream settings and through multi- agency services will help address emerging needs and ensure that good support is put in place at the outset. (Recommendation, Paragraph 256)
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Government response AI summary
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.
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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)
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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)
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Government response AI summary
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 on NICE to produce new …
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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 …
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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 rising need, support inclusive mainstream education, and reduce reliance on costly or distant placements. This expansion must be aligned with robust local planning and forecasting, ensuring that new provision is responsive to patterns of demand and delivered in a way that reduces pressure on over- capacity special schools and minimises reliance on distant or expensive independent placements. (Conclusion, Paragraph 313)
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Government response AI summary
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 specialist provision through SEN units …
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Department for Education