Transforming England’s mainstream schools to better support pupils with special educational needs (SEN) will require intricate and far-reaching reforms, according to a landmark expert review.
Led by Tom Rees, chair of the Department for Education’s expert advisory group on inclusion, the review praised schools that had gone above and beyond to provide inclusive education.
However, it also acknowledged the significant challenges and efforts schools face in accommodating SEN pupils effectively.
“There’s considerable work to be done to ensure mainstream education is fully inclusive,” said Rees. “Yet we’ve seen shining examples that prove it’s not only possible but also beneficial to all pupils. Inclusion should be the standard, not the exception.”
Review Urges Tiered Support System Within Schools
The review recommends a three-tiered system of in-school support, allowing pupils to move fluidly between levels of assistance based on their evolving needs. This approach aims to offer more adaptive, responsive SEN support within mainstream settings.
Education Secretary Bridget Phillipson has made enhancing SEN inclusion a central pillar of her reform strategy, as demand for SEN support reaches unprecedented levels, putting immense strain on school and local authority budgets.
Concerns Over Potential Cuts to EHCPs
Parents and advocacy groups have expressed growing concern that the government’s reforms may limit or gradually eliminate Education, Health and Care Plans (EHCPs) – legally binding documents that guarantee tailored support for young people with complex needs.
The expert review stresses that reforming school systems will require significant changes, including:
- Ongoing staff training and professional development
- Close collaboration with parents and carers
- Stronger partnerships with local councils and NHS services
Phillipson described the review as “laying the groundwork” for a forthcoming white paper due this autumn, which will detail steps for “better SEN support within mainstream schools and expanded provision for those who require specialist placements.”
Sector Leaders Welcome Ambition but Highlight Funding Gaps
Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), said: “School leaders are committed to creating inclusive environments, but many are hindered by chronic underfunding, staff shortages, and limited access to external support services.”
He also warned of a postcode lottery in SEN provision due to vast disparities between local authority resources, worsened by a decade of austerity measures.
Rees acknowledged the growing inconsistencies across the SEN system in training, frameworks and access to resources. “There is still much to improve,” he said. “But this review offers hope – and evidence – that genuine inclusion is achievable when the right support is in place.”
