5th Report - Solving the SEND Crisis

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 through working with educators and providing professional development, though it does not fully address all aspects of the broad recommendation.

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 consultation, but an explicit commitment to annual reporting on progress is not provided.

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 the NPQ for SENCOs, and strengthening Initial Teacher Training and the Early Career Framework.

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 early years and reception was not addressed.

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 be published in early 2026 for further details.

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.

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 the ECTE/ITTECF is planned for 2027.

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 on roles.

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 for speech and language therapists, but do not explicitly commit to a formal joint SEND workforce plan.

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.

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 SEND guidelines and intervention pathways.

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.