Source · Select Committees · Education Committee
Recommendation 9
9
Accepted in Part
Inconsistent SEN support and provision leads to inequitable experiences for children with SEND.
Conclusion
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)
Government Response 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, though it does not explicitly commit to introducing national standards.
Government Response
Accepted in Part
HM Government
Accepted in Part
Fair. Every school should be resourced and able to meet common and predictable needs, including as they change over time, without parents having to fight to get support for their children. Where specialist provision is needed for children in mainstream, special or Alternative Provision, we will ensure it is there, with clear legal requirements and safeguards for children and parents. Effective. Reforms should be grounded in evidence, ensuring all education settings know where to go to find effective practice that has excellent long-term outcomes for children. We are committed to improving inclusivity and expertise in mainstream schools to ensure they have the tools to better identify and support children before issues escalate. In December 2024, we created an Expert Advisory Group for Inclusion, led by Tom Rees, to advise the Secretary of State for Education and the Minister of State for School Standards on how to drive inclusive education practice. In September 2025, the group’s remit was extended, to ensure that as the government progresses towards publication of a Schools White Paper, Ministers can draw on a broad range of advice and input. Our new team of expert Regional Improvement for Standards and Excellence (RISE) advisors will also work with mainstream schools to become more inclusive places as one of four priority areas for improvement. The RISE advisors include leaders from the SEND and alternative provision sectors, with a track record of improving schools, who will work with schools and their responsible bodies to drive improvement. They will work directly with schools through bespoke targeted intervention, and support the identification and dissemination of effective inclusive practice as part of the RISE universal improvement offer. Through regional events, conferences and networking opportunities, universal RISE will enable schools and trusts to come together to discuss issues and share learning, drawing on expertise from across the whole school system. RISE will help all schools to identify how they can drive inclusion and support them to go further, improving outcomes for all pupils.