Recent Developments in Special Educational Needs in England (1st February 2025 – 17th March 2025)
Recent Developments in Special Educational Needs in England (1st February 2025 – 17th March 2025)
14th March 2025: Call for Rethinking SEND Funding
Education Secretary Bridget Phillipson addressed the Association of School and College Leaders, emphasising the necessity for parents to reconsider the funding system for children with special educational needs and disabilities (SEND). She acknowledged that the current framework, established by the 2014 Children and Families Act, is leading local authorities towards insolvency, with collective budget deficits projected at £5 billion due to increasing statutory claims for additional support. Phillipson advocated for timely interventions, faster support implementation, and improved outcomes for children, while denying that cost-cutting is the primary motivation for the proposed changes. Additionally, she announced a call for evidence to enhance inclusivity in mainstream schools, supported by an additional £740 million in capital funding. Tom Rees has been appointed to lead this initiative, seeking practical solutions to improve inclusion. Despite these efforts, concerns about funding remain prominent, with the National Education Union questioning the financing of these changes.
- Source: The Guardian
13th March 2025: Inquiry into Historical Misclassification of Black Pupils
Labour MP Kim Johnson called for a public inquiry into the historical appalling and grossly offensive misclassification of black children as “educationally subnormal” (ESN) during the 1960s and 70s, which led to their placement in the wrong schools. Johnson highlighted the long-term impacts of this injustice, including increased school exclusions and high incarceration rates among affected individuals. Survivors have recounted harrowing experiences of abuse and neglect within the education system. Although ESN schools were closed in the 1980s, Johnson argues that systemic barriers for black children persist. The government currently has no plans for a public inquiry but aims to ensure equitable opportunities for all.
- Source: The Guardian
11th February 2025: Disparities in SEND Identification
Research by the Education Policy Institute (EPI) revealed significant discrepancies in the identification of special educational needs and disabilities (SEND) among children in England. Factors such as school type, socioeconomic background, and absenteeism influence the likelihood of identification. Pupils in academies or heavily academised areas, those with language barriers, high sickness absence, or frequent school moves are less likely to have their needs recognised. Additionally, girls in secondary schools are less likely to be identified with social, emotional, and mental health needs compared to boys. The study, tracking 1.2 million children, suggests that support is often “rationed,” with more advantaged children in deprived areas having a higher likelihood of identification. The findings underscore the need for governmental reform to ensure better inclusion and support across mainstream schools, establishing a cohesive national SEND framework.
- Source: The Guardian
9th February 2025: Increase in Successful SEND Complaints
Reports indicate that successful complaints about councils’ special educational needs and disability (SEND) services in England have quadrupled over the past four years. This surge highlights growing concerns regarding the adequacy and effectiveness of support provided to children with SEND, prompting calls for systemic reforms to address these issues.
- Source: The Guardian
The information provided herein summarises existing content and is intended solely for informational purposes. For comprehensive details, please consult the original sources.
Sean Kennedy
17th March 2025
