Teachers need improved training in special educational needs, according to a recent warning from Members of Parliament. The education committee of the Commons emphasized the necessity for a significant shift in culture to integrate special educational needs and disabilities (SEND) into mainstream schools rather than treating them as an additional aspect.
The committee proposed the establishment of national standards to ensure that all SEND support adheres to a consistent baseline, promoting inclusivity in educational settings. They criticized the current level of support as unacceptable, highlighting the unsustainable rise in demand for education health and care plans (EHCPs) – personalized support mandated by law. The committee stressed the urgency and essential nature of implementing changes.
MPs urged the Department for Education (DfE) to outline statutory requirements specifying the minimum resources, expertise, and equipment that schools must offer for SEND without depending on formal diagnoses. The existing funding of up to £6,000 per pupil in mainstream schools was deemed insufficient and antiquated, leading MPs to call for annual increases in line with inflation.
Furthermore, the committee recommended that the DfE explore the feasibility of requiring every teacher to undergo a placement in a specialist setting during Initial Teacher Training or the Early Career Framework. They also proposed mandatory professional development on SEND for all teachers in mainstream schools and a SEND-specific qualification for new headteachers within four years.
Education Secretary Bridget Phillipson is working on a white paper to revamp the troubled SEND system, with concerns raised about potential removal of EHCPs in upcoming reforms. It was emphasized that enhancing inclusivity in mainstream schools could reduce the demand for EHCPs, rather than eliminating them from the system.
Labour MP Helen Hayes, chair of the education committee, highlighted the need for a comprehensive transformation to ensure that every child with SEND can attend a local school meeting their requirements. Various education leaders supported the call for enhanced training in SEND support and emphasized the importance of sufficient funding for a reformed system to be successful.
The education committee’s push for national standards and stronger accountability mechanisms to enforce inclusive practices in schools was welcomed by education leaders, who acknowledged the challenges posed by funding and resource shortages. Secretary Phillipson reiterated the government’s commitment to addressing long-standing issues within the SEND system and emphasized ongoing efforts to improve outcomes for all children with SEND through evidence-based support and strategic investments.
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