Today the Education Committee published the findings of its inquiry into Solving the SEND Crisis, setting out conclusions and recommendations drawn from extensive oral and written evidence.
The report offers a measured assessment of a system that is failing too many children and lays out a clear direction for reform. It rightly stresses that while “current levels of EHCPs are unsustainable, the solution to this cannot be to remove the statutory entitlements from a system which lacks accountability in many other areas and in which parents already have so little trust and confidence” and that any changes must be implemented “gradually and in a carefully phased manner.” We welcome its call for stronger SEN support and ordinarily available provision, backed by better guidance, funding and accountability, rather than restricting statutory entitlements.
It’s pleasing to see a specific post-16 section with recommendations that will certainly benefit FE learners. Dedicated SEN support funding for colleges will help ensure that they can continue to be inclusive, while reforming the GCSE English and maths resit policy will prevent many young people with SEND being forced to experience repeated failure.
However, the report stops short of the bold action needed to address the challenges faced by the FE sector in meeting the needs of young people with SEND. In fact, it exemplifies a major concern raised in Natspec’s evidence: that too little attention is given to SEND in FE, and to specialist FE colleges in particular. The report overlooks fundamental issues including the need for a national system of place planning for students with complex needs, the strengthening of employment pathways for young people with SEND and the need to close the staff pay gap between schools and colleges, which threatens to impact the quality of SEND provision. Despite acknowledging the importance of specialist provision, the report does not mention specialist colleges at all and does not recognise the differences between specialist FE and special schools. There was an opportunity here to get behind some of Natspec’s key proposals, such as creating a new formal designation for specialist FE colleges to ensure that they are treated as critical players within an inclusive FE system on a par with general FE colleges, and that they are embedded in every local area’s inclusion plans. There are also no firm proposals on statutory transport support for 16 – 19-year-olds or capital funding for specialist colleges, despite committee members’ sympathetic responses to Natspec’s oral evidence on these issues.
Responding to the Education Committee’s report, Natspec Chief Executive Officer Clare Howard said:
“In the Education Committee report we have yet more evidence (if we needed it) that the SEND system is no longer fit for purpose. However, rather than rushing into quick fixes, having listened carefully to families and professionals, the Committee is recommending a measured route forward. Their proposals protect the rights of children and young people with SEND while pushing for improved accountability, clearer guidance and proper investment. Crucially, the report recognises that we need to raise the floor of provision, not lower the ceiling of entitlement, and that reforms must be introduced gradually and carefully so that inclusion is built on strong foundations rather than quick fixes.
“It’s a pity, though, that the Committee has not given more thought to FE. While there is certainly much to sort out in schools, there are plenty of issues that need addressing for young people and colleges, too. Post-16 education is routinely overlooked or treated as a bolt-on to SEND thinking and reform, and the report reflects that wider problem. Without changes such as a clear designation for specialist FE, post-16 and post-college provision being included within every local area’s strategic planning, ring-fenced capital funding, statutory transport support and action on the pay gap between colleges and schools, too many young people will continue to miss out. We urge ministers to ensure that the SEND reforms in the upcoming white paper fully embrace further education, building on the Committee’s recommendations. We want to see bold measures that give every learner, whatever their needs and ambitions, the chance to thrive during and beyond education.”