The SEN(D) Crisis

The current system for supporting children with Special Educational Needs and Disabilities (SEN(D)) in the UK is critically failing, leaving many vulnerable children without the necessary help.

With four out of ten children identified as having SEN(D) between ages 5 and 16, the current system is overwhelmed and is unable to keep pace with the demand for additional support. This crisis significantly impacts life chances, causing distress to children and families and results in poor educational outcomes. The situation has been exacerbated post-pandemic. It is a real crisis and urgent, significant reforms are needed immediately to address it.

Implications for Safeguarding

The failure of the SEN(D) system in the UK poses serious safeguarding risks for children. Vulnerable children with SEN(D) are left without adequate support, increasing their risk of harm, neglect, and exploitation. Delayed identification and intervention can result in unmet needs, exacerbating emotional and behavioural issues, which can lead to increased vulnerability. Key to this is the lack of access to both bespoke resources and trained professionals means that safeguarding concerns may go unnoticed or unaddressed, further endangering these children.

Alarming Statistics

Every child deserves the opportunity to maximise their full potential, but again children with SEN(D) are being failed. Statistics from 2022/23 reveal that only 30% of SEN(D) students achieved a Grade 4 or higher in English and Maths, compared to 72% of their non-SEN(D) peers. Moreover, children with SEN(D) face higher suspension rates and persistent absenteeism, and are more likely to be 'Not in Employment, Education, or Training' (NEET). These disparities are further exacerbated by significant regional variations in outcomes, denying equal opportunities to all children.

EHC Headline Facts and Figures - 2023/24

Education Health and Care plans are an essential element in securing the correct support and best outcomes for children with SEN(D). Statistics show that:

• EHC Plans:
• 434,354 pupils in schools in England, an 11.6% increase from 2023.
• 4.8% of pupils with an EHC plan, up from 4.3% in 2023.

• SEN Support (without EHC plan):
• 1,238,851 pupils in schools in England, a 4.7% increase from 2023.
• 13.6% of pupils with SEN support, up from 13.0% in 2023.

• Overall SEN:
• Over 1.6 million pupils in England have special educational needs, an increase of 101,000 from 2023. This includes pupils with an EHC plan and those with SEN support, continuing a trend of increases since 2016.
• The most common type of need for those with an EHC plan is autistic spectrum disorder, while for those with SEN support, it is speech, language, and communication needs. Sadly, the specialist services to support these needs has been decimated.

The Burden on Families

Families face lengthy waiting lists and bureaucratic hurdles to obtain EHC plans. In 2022, only 49% of these plans were completed within the 20-week statutory timeframe, a considerable drop from the previous year. This inefficiency not only creates a 'postcode lottery' where the quality and timeliness of support depend on location, but also places a significant burden on families, adding to their distress.

Recommendations for Comprehensive Reform

The report, an evidence-based plan for addressing the special educational needs and disabilities (SEND) assessment and support crisis, a collaborative programme of work between Child of the North and the Centre for Young Lives, calls for comprehensive reform to address these systemic issues, emphasising the need for early identification using holistic measures, better training for teachers, improved information sharing between services, and standardised tools like the Electronic Development and Support Tool (EDST). A "one-stop shop" for resources and mandatory Continued Professional Development (CPD) for school staff is also recommended.

Key Policy Recommendations

Holistic Assessments:

• Implement assessments that evaluate both academic and non-academic abilities to identify children needing SEN(D) support early.
• Utilise data from the Early Years Foundation Stage Profile and extend similar assessments beyond early years with tools like the EDST.

Enhanced Training:

• Mandate CPD courses on SEN(D) for educational professionals.
• Develop a "one-stop shop" online resource for reliable SEN(D) information, co-produced with individuals with lived experiences.

System Connectivity:

• Improve collaboration between education, health, and social care services to share information and speed up SEN(D) identification and support.
• Ensure public services work together to create accurate, holistic support plans tailored to each child's needs, reducing inequalities and delays.

Principles for Reform

The current SEN(D) system is broken, with significant delays in identifying and supporting children and a postcode lottery affecting access to resources. Urgent government action is needed to ensure timely identification and high-quality support for children and young people with SEN(D). The report's recommendations are based on seven principles:

• Prioritising Children:
• Focus on timely identification and support to help children and young people with SEN(D) reach their full potential, reducing long-term demands on public services.

• Addressing Inequity:
• Reduce the financial burden of poor population health and ensure the UK utilises all its young talents, addressing structural inequities within the SEN(D) system.

• Place-Based Approaches:
• Tailor support to local contexts, considering geography, culture, and community needs to deliver efficient services.

• Effective Collaboration:
• Integrate public services (health, education, social care) to provide holistic solutions for complex problems, improving SEN(D) identification and support.

• Education-Centric Support:
• Position schools as the central hub for support, integrating specialist services within school environments to reduce barriers for disadvantaged children.

• Universities as Research & Development Hubs:
• Utilise universities to provide evidence-based insights, evaluate service delivery, and train future health, social care, and education professionals.

• Information Sharing:
• Connect data across public services to understand service interactions, enable essential information sharing, and safeguard children, facilitating earlier and more accurate SEN(D) identification.

Key Issues and Solutions

• Identification and Support Crisis:
• Around 40% of children are identified with SEN(D) at some point, with over 1.5 million pupils recorded in 2022/23. Despite a 2014 improvement plan, significant issues persist, with families navigating a complex, bureaucratic system.

• Resource Shortages:
• Schools report insufficient funding and lack of access to essential services like educational psychologists and speech therapists. 99% of school leaders find SEN(D) funding inadequate, leading to significant challenges in supporting students.

• Outcomes and Experiences:
• Students with SEN(D) have lower academic achievement, higher absence rates, and are more likely to be suspended or NEET. Mental health issues are prevalent, with 57% of children with SEN(D) reporting probable mental health disorders.

• Geographic Inequities:
• There is a postcode lottery affecting the timeliness and quality of EHC plans, with significant regional disparities in support.

• COVID-19 Impact:
• The pandemic exacerbated challenges, with disrupted routines and home learning difficulties particularly affecting SEN(D) students.

Addressing the Crisis

Urgent action is needed to provide timely identification and high-quality support for all children with SEN(D). The proposed solutions include:

• Enhanced Collaboration: Improve cooperation between public services to ensure early identification and comprehensive support.
• Standardised Assessments: Develop tools for ongoing assessment of non-academic abilities to identify SEN(D) needs early.
• Data Sharing: Use linked public service datasets to share information, reducing the burden on families and ensuring timely support.

It is clear that UK SEN(D) support is in crisis and requires immediate action. By implementing evidence-based recommendations and fostering better collaboration and resource allocation, the SEN(D) system can become more responsive, fair, and supportive, helping all children reach their full potential. But this will require swift, well-planned action and investment to develop the external support provision schools need. This crisis isn’t looming, it’s here now and action must be prioritised to safeguard both the wellbeing and academic potential of this group of children. If we are to achieve the standards set out in Keeping children safe in education (KCSIE) and Working together to safeguard children HM Government need to address the shortfall in much needed external specialist support services.

Sara Spinks

SSS Author & Former Headteacher