Source · Select Committees · Education Committee
Recommendation 12
12
Not Addressed
Publish statutory requirements for minimum resources and expertise for SEN support
Recommendation
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 materials, and assistive technologies. This will also ensure that all schools and multi- 156 academy trusts are adequately equipped to support children and young people with SEND through ordinarily available provision and SEN support, reducing the need for EHC plans. (Recommendation, Paragraph 75)
Government Response Summary
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.
Government Response
Not Addressed
HM Government
Not Addressed
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. Our new team of expert Regional Improvement for Standards and Excellence (RISE) advisors will work with mainstream schools to become more inclusive places as one of four priority areas for improvement, supporting the identification and dissemination of effective inclusive practice. RISE will help all schools to identify how they can drive inclusion and support them to go further, improving outcomes for all pupils. The biggest in-education factor that makes the impact to a child’s educational outcomes is high-quality teaching, particularly important for pupils with Special Educational Needs and disabilities (SEND). We will make inclusive practice standard practice in the early years, working with early years educators, including Special Educational Needs Coordinators (SENCOs), to embed inclusive practice across all early years teaching and qualifications, alongside additional resources and funding. We have already funded training for 1000 early years Special Educational Needs Coordinators (SENCOs) by the end of FY2025–26, having already funded training for up to 7000 early years SENCOs in previous years. In autumn 2024, we began delivery of the NPQ for Special Educational Needs Co-ordinators (NPQ for SENCOs), now the mandatory qualification for SENCOs in mainstream schools. We are also strengthening the Initial Teacher Training and Early Career Framework (ITTECF) with new and enhanced framework statements relating to adaptive teaching and supporting pupils with SEND.