Transforming Inclusion: England’s Schools Face Complex Challenges to Support Special Needs Pupils

Comprehensive reforms will be required for schools in England to effectively accommodate a rising number of pupils with special educational needs (SEN), according to a major review commissioned by the Department for Education.

The findings suggest that widespread structural adjustments, new support frameworks, and enhanced teacher training must be implemented to address growing demand.

Despite instances of success in some schools, where inclusive education has been prioritized, the review emphasizes that such achievements have often required extraordinary efforts and individualized strategies.

According to Tom Rees, the chair of the government’s expert advisory group on inclusion, sustainable and systemic change is needed to make inclusive practices a standard feature across all mainstream schools.

“A great deal of work still lies ahead to ensure mainstream schools can inclusively support pupils with special needs,” Rees noted. “Nonetheless, our research reveals compelling examples of excellence that can serve as models nationwide.”

He added that inclusive practices not only benefit children with SEN but also enhance the overall educational experience for all students, creating a more equitable and adaptable learning environment.

Key Recommendation: A Tiered Support System

Central to the review’s proposal is the creation of a three-tiered framework that categorizes student needs and streamlines support mechanisms within schools:

• Universal Support: Provided to all pupils as part of high-quality, everyday teaching practices.
• Targeted Support: Aimed at pupils who are not progressing as expected and require short-term interventions.
• Specialist Support: Reserved for students with persistent and complex learning barriers that hinder their access to the curriculum.

The framework is designed to be dynamic, allowing educators to shift pupils between tiers as their needs evolve.

Bridget Phillipson, Secretary of State for Education, has committed to making inclusion a fundamental pillar in the overhaul of special needs provision.

With the number of pupils requiring SEN support at record highs, the financial strain on local authorities and school systems has intensified.

The upcoming white paper, expected in the autumn, will lay out comprehensive reforms, building upon the findings of this review.

Phillipson emphasized that the current system, though under immense pressure, has demonstrated the feasibility of inclusive education through numerous successful case studies.

“Despite systemic challenges, we’ve seen that exceptional practices already exist,” said Phillipson. “This review lays the groundwork for future improvements in both mainstream settings and special schools.”

Concerns Over Statutory Support Reduction

Parents and advocacy groups have expressed apprehension about potential changes to Education, Health and Care Plans (EHCPs) — legally binding documents that guarantee support for individuals with special needs or disabilities.

There is growing concern that government reforms might restrict access to or reduce reliance on EHCPs, potentially limiting essential resources.

However, the review did not directly recommend the elimination of EHCPs but instead proposed supplementary strategies that would enable earlier and more flexible interventions in schools, thus reducing the dependence on formalized support.

The review found that meaningful inclusion will depend on a series of complex operational reforms, such as:

• Teacher Training: Enhanced and ongoing training to equip teachers with tools for identifying and supporting diverse needs.
• Parental Engagement: Regular communication and collaboration with parents to ensure student-centered planning.
• Cross-Sector Coordination: Improved integration with external agencies including local governments, the NHS, and mental health services.

These changes will demand both time and investment to implement effectively.

Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), praised the intent behind the reforms but highlighted long-standing challenges that hinder implementation.

“Schools are committed to inclusivity, but chronic underfunding and lack of access to specialist services have created regional inequalities,” said Whiteman. “Local authority finances and stretched NHS services have led to an unfair postcode lottery.”

Tom Rees concluded that the review offered a sense of “hope and encouragement,” reinforcing the belief that inclusive education is achievable on a national scale. Yet, he also warned that vast inconsistencies still exist across the SEN landscape.

“From training to resourcing, the level of support for schools and educators is highly variable,” he observed. “We must set our sights higher and ensure robust support frameworks are built for the future.”

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