Recommendations & Conclusions
15 items
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
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
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
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
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
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
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
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
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
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
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
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
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