Single SEND system proposed by UK Government as it finally publishes education review

The long-anticipated review of provisions for pupils with special educational needs and disabilities (SEND) has been published, with the UK Government proposing a single system to support disabled children and their families.

Other proposals announced following the review – launched in September 2019 – include the digitalisation of Education, Health and Care plans (EHCPs) and new statutory “inclusion plans” compiled by local authorities.

The Department for Education (DfE) said the new EHCP process, which will see parents choose from appropriate placements tailored to their child’s needs, means “less time [for parents] researching the right school”. 

Meanwhile, a new law requiring councils to create “local inclusion plans” with early years, schools, post-16 education and healthcare providers will give partners “more certainty on who is responsible and when”.

The public will be invited to share their views on the £70 million plans as part of a 13-week consultation, with the DfE admitting the current system is “complicated and bureaucratic”.

Nadhim Zahawi MP, the education secretary, said: “Every child has the right to excellent education – particularly those with special educational needs and disabilities, who often need the most support.

“We are launching this consultation because too often this isn’t the case.

“We want to end the postcode lottery of uncertainty and poor accountability that exists for too many families, boost confidence in the system across the board and increase local mainstream and specialist education to give parents better choice. 

“I want to make sure everyone knows what to expect, when to expect it and where the support should come from.”

The government’s aim to improve SEND support has since been welcomed by the Disabled Children’s Partnership (DCP), a coalition of more than 100 organisations including Sense and the National Deaf Children’s Society.

Amanda Batten, chair of the DCP, said: “We welcome the government’s stated intentions in the Green Paper to improve the support provided to children and young people with SEND and to end the postcode lottery. 

“However, we are concerned that the proposals for lists of ‘appropriate placements’ may constrain parental choice; and that the proposals for national tariffs and banding will not have the flexibility to meet individual children’s needs, and could be used to ration support. 

“We will be looking at the proposals in more detail, encouraging parents and disabled young people to respond to the consultation, and helping provide a platform for their views,” she said.

By Liam O’Dell. Liam is an award-winning Deaf freelance journalist and campaigner from Bedfordshire. He can be found talking about disability, theatre, politics and more on Twitter and on his website.

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Update – 13:00: In a statement issued to The Limping Chicken, the National Deaf Children’s Society criticised a lack of new support for specialist Teachers of the Deaf.

Mike Hobday, the charity’s executive director of policy and campaigns, said: “The Government commits to increasing levels of specialist workforces but this must include Teachers of the Deaf. 

“Every day, families tell us their deaf children need more help from their Teachers of the Deaf, more radio aids, and deaf awareness training for mainstream teachers.

“This year, the number of specialist Teachers of the Deaf fell to a 10-year low. Given deaf children already fall behind at school, we need to see investment in their services to turn the tide and end the postcode lottery facing deaf children.”

Meanwhile, Richard Kramer, chief executive of the deafblind charity Sense, said the review was a “promising” starting point.

He said: “While the review’s suggestion of simplifying a complex system with often lengthy processes sounds sensible and reflects families feedback, we need to ensure that unique children with their individual needs are not lost within standardised systems. One size does not fit all.

“We know already that certain needs are not being met, such as for children with MSI [multi-sensory impairment]. Families have told us about the lack of specialist support and our research has shown that half (52 per cent) of Local Authorities don’t currently employ specialist MSI teachers.

“Without the right support, children with MSI are often left out of and unable to participate in learning.”

The organisation is now calling for an ‘MSI Education Fund’ to be introduced to support councils in England to employ “sufficient MSI teachers” for almost 4,000 children.

Mr Kramer added: “After all, everyone deserves the chance to have the best start in life, and this includes children with complex disabilities having the same right to access education.”