Will the cost of inclusion be at the expense of SEND provision?

By Emma Sanderson, Managing Director of Options Autism.

The call for increased inclusion of pupils with special educational needs and disabilities (SEND) in mainstream schools is hugely important and welcomed for several reasons: it allows children with SEND needs to attend local schools, promotes community engagement, reduces pressure on specialist sectors, and can be more cost effective. However, could the Government’s approach to this goal, come at the expense of specialist schools and services, which play a vital role in supporting and educating children and young people with the most complex needs? There is a difference between building a more inclusive mainstream system and seeking to respond to an acute SEND issue by ignoring the role of the specialist sector and the vital part it plays.

The assumption that all children with SEND can or should be accommodated within mainstream settings overlooks the reality that some pupils with higher needs will always require specialist interventions and a level of care that mainstream schools are not equipped to provide. Recent Government initiatives focus on enhanced support for SEND students within mainstream education, including a £740 million investment to create more specialist places in mainstream schools. But what is the plan for those with much more complex needs where a specialist setting is the only suitable education environment?

Specialist environments provide tailored support, highly trained staff, and adapted environments, designed to help children with significant and complex needs flourish. A onesize-fits-all approach to inclusion will not work. Policymakers must acknowledge that inclusion should be about the ‘best fit’ for a child’s abilities. A truly inclusive approach means not just integrating all pupils with SEND into mainstream schools but ensuring pupils can access the right education according to their individual needs and abilities. For some, providing equal access to opportunities and resources and removing barriers can only be achieved in a specialist setting.

In addition to the narrative on mainstream inclusion, Education Secretary, Bridget Phillipson’s recent speech at the Centre of Social Justice, placed a strong emphasis on raising standards and left unanswered questions about how this agenda will impact the most vulnerable learners. Will the pursuit of ever-higher academic outcomes create an even more challenging environment for pupils who require additional support? There is a risk that without a nuanced approach, more children with SEND will be left behind, unable to thrive in a system that does not cater to their needs.

A balanced education system requires acknowledgment of both stronger mainstream inclusion and crucial specialist provision. Both must work in tandem to ensure all children have access to high-quality education, with the support they need to succeed. Mainstream schools should be supported to become more inclusive, but there must be recognition of specialist provision and its vital role in supporting the most vulnerable.