As England prepares for the forthcoming Schools White Paper and the next phase of SEND reform, the system stands at a critical crossroads. Rising EHCP demand, widening regional inequalities, workforce shortages and unsustainable local authority deficits are converging with growing expectations from families and regulators.
This national conference on SEND provision provides an opportunity not simply to reflect but to shape what comes next.
1. The Current Landscape: Why SEND Reform Cannot Wait
Rising Demand and Financial Instability
- EHCP numbers continue to increase year on year.
- The statutory override ends in 2027–28.
- Forecasts suggest a potential £6bn funding shortfall, with cumulative local SEND deficits exceeding £14bn.
- The Office for Budget Responsibility has flagged the scale of financial risk.
Without structural reform, mainstream school budgets will be directly affected.
Late Identification and Exclusion Risk
Ofsted’s Annual Report 2024/25 highlights a persistent concern:
- Children with SEND are too often identified too late.
- Increasing numbers are on part-time or flexi timetables.
- Persistent absence among SEND pupils is significantly higher.
This is not merely a systems issue it is an equality issue.
Workforce and Capacity Gaps
- Shortages in educational psychologists.
- Limited access to speech and language therapy (SaLT), occupational therapy (OT), and CAMHS.
- Increasing reliance on independent placements due to insufficient local specialist provision.
2. National Reform: What Is Being Proposed?
Reform discussions centre around five themes emerging from the DfE’s National Conversation on SEND and responses to the Education Select Committee’s Solving the SEND Crisis inquiry.
A. Making Mainstream Education More Inclusive: The Government has committed:
- £3bn to create 50,000 specialist places within mainstream settings.
- Development of inclusion bases in secondary schools (Education Estates Strategy).
- Curriculum adaptation resources following the Curriculum and Assessment Review.
There is also exploration of alternative assessment arrangements for pupils unable to undertake phonics screening or multiplication tables checks.
This signals a shift: inclusion must be systemic, not optional.
B. Strengthening Early Intervention: The guiding principles of reform emphasise:
- Co-design with parents and young people.
- Early identification.
- Local support before crisis.
The Government’s £200m investment in SEND teacher training is intended to:
- Improve teacher confidence.
- Embed inclusive practice.
- Increase use of assistive technology.
C. Accountability and Oversight
The Children’s Wellbeing and Schools Bill proposes enhanced powers for Ofsted in safeguarding vulnerable learners, including those with SEND.
Inspection frameworks are expected to:
- Provide greater transparency.
- Assess inclusive practice more rigorously.
- Evaluate inter-agency collaboration.
SEND tribunals may also see strengthened powers to ensure timely provision.
D. Financial Sustainability
The Fair Funding Review 2.0 and 2025 Spending Review will shape:
- Local authority high needs allocations.
- Sustainability plans for deficit recovery.
- The future balance between mainstream and specialist provision.
Governors must prepare for difficult financial conversations.
E. Fair Access and System Coordination
Reform aims to:
- Strengthen cooperation between education, health, and social care.
- Improve fair access protocols.
- Develop digital monitoring tools for early risk identification.
Technology will increasingly play a role in:
- Adaptive learning.
- On-screen assessment.
- Tracking engagement and attendance patterns.
3. Key Messages from the Conference
1. Inclusion is a Leadership Responsibility
Inclusion must sit at board level, not delegated solely to the SENCO.
2. Early Identification is Cost-Effective and Ethically Essential
Late identification increases exclusion, absence, and tribunal risk.
3. Workforce Development is the Lever
Training, coaching, and culture shift matter more than policy alone.
4. Financial Sustainability Requires Transparency
Governors must understand high needs funding, local deficits, and future risk.
5. Voice Matters
Young people and parents must be co-designers not consultees.
4. Practical Actions for Governors (Aligned to Ofsted Expectations)
1. Strengthen Strategic Oversight
Ask:
- How early are children identified?
- What is our SEND absence data compared to national?
- How many pupils are on part-time timetables?
- How long does EHCP processing take locally?
Ensure SEND appears regularly on governing body agendas.
2. Monitor Outcomes Not Just Inputs
Track:
- Progress data for SEND learners.
- Attendance patterns.
- Behaviour incidents and exclusions.
- Destination data (FE, HE, employment).
Request breakdowns by intersectionality (e.g. SEND + ethnicity, SEND + FSM).
3. Invest in Workforce Confidence
Challenge leaders:
- How are teachers trained in adaptive practice?
- Is the £200m national training reflected locally?
- Are teaching assistants deployed effectively or acting as informal barriers?
4. Strengthen Multi-Agency Working
Governors should ask:
- Are we accessing SaLT/OT/CAMHS in a timely way?
- Do we escalate delays formally?
- Are health and social care partners present in reviews?
5. Embed Parent & Young Person Voice
Review:
- EHCP annual review quality.
- Parent feedback mechanisms.
- Student participation structures.
Consider a SEND governor walk focusing on lived experience.
6. Prepare for Estates and Inclusion Base Development
Where applicable:
- What are plans for inclusion bases?
- How will space be used?
- What workforce is required?
7. Prepare for Tribunal and Accountability Reform
Ensure:
- Documentation is robust.
- Decision-making is evidence-led.
- Equality Impact Assessments are current.
5. Ofsted’s Direction of Travel
Ofsted increasingly inspects:
- Curriculum adaptation.
- Quality of SEND leadership.
- Attendance and inclusion practices.
- Safeguarding of vulnerable learners.
Boards must demonstrate:
- Clear strategic intent.
- Evidence of impact.
- Honest self-evaluation.
6. The Equality Imperative
SEND reform is not solely about provision it is about equity.
Children with SEND are disproportionately:
- Absent from school.
- Excluded.
- Placed in alternative provision.
- Underrepresented in higher education.
Inclusion is a matter of social justice.
7. Next Steps: A Governor Action Checklist
Immediate (0–6 months):
- Audit SEND attendance and part-time timetables.
- Review EHCP review processes.
- Schedule SEND strategic deep dive.
Medium Term (6–18 months):
- Embed adaptive curriculum training.
- Strengthen multi-agency protocols.
- Align financial planning to deficit risks.
Long Term (White Paper Implementation):
- Review governance structures.
- Align improvement plan to reform principles.
- Evaluate inclusive culture indicators.
Final Reflection
The SEND system is under strain, but reform presents opportunity.
If the next phase of reform embeds:
- Early intervention
- Inclusive mainstream practice
- Strong accountability
- Sustainable funding
- Co-design with families
We can move from crisis management to systemic inclusion.
Governors sit at the centre of this transition.
The question is no longer whether reform is needed; it is whether governance are equipped/ready to lead it.