Source · Select Committees · Education Committee
Recommendation 90
90
Accepted in Part
Expand specialist SEND provision by shifting funding to high-quality state schools and mainstream bases.
Conclusion
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)
Government Response 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 and resource bases, but do not commit to shifting funding from independent specialist school provision as a means to achieve this expansion.
Government Response
Accepted in Part
HM Government
Accepted in Part
However, there will always be a vital role for special schools and specialist post-16 provision for children and young people with the most complex needs, and we are committed to improving support across the system to ensure access to those placements for pupils that need them. Many special schools and other specialist providers also play a crucial role in supporting mainstream settings through outreach models and providing training, to improve their SEND provision and support a wider range of pupils. Special schools and other specialist providers frequently deliver high quality placements but we know there can be inconsistency in the offer available to children and young people based on where they live. In planning for the future, we will consider how we can support the dissemination of good practice and deliver greater consistency for children and young people. Many mainstream settings are delivering specialist provision locally through SEN units and resourced provision. These specialist facilities attached to mainstream schools can deliver bespoke support, adapted to pupils’ needs and close to their home. We would like to explore how we can make similar practices widespread, not only to improve SEND provision in mainstream, but to deepen the relationship between mainstream and specialist schools.