In this blog, you will learn:
How the Schools White Paper could impact school attendance among children with SEND, according to a SENDIASS Officer.
This SENDIASS Officer’s thoughts on the biggest challenges facing the Schools White Paper, including staffing pressures and funding shortages.
How the Schools White Paper could improve early intervention in SEND through earlier practical support in schools, according to a SENDIASS Officer.
How to find and apply for the best local authority SEND jobs.
The Schools White Paper sets out the government’s plans to improve attendance, strengthen early intervention and create a more consistent education system for children with SEND.
According to the White Paper, “The attendance rate will rise by 1.3 percentage points compared to 2023/24, to over 94%, equivalent to children attending 20 million more days of school each year from 2028/29.”
For many children with SEND, attendance issues are often linked to anxiety, unmet needs and delays in accessing the right support. This raises questions about whether schools and local authorities have enough staff, funding and specialist support to effectively implement change.
We recently spoke to Rabia, a SENDIASS Officer (Special Educational Needs and Disabilities Information, Advice and Support Service), who works closely with families navigating SEND support and education provision.
Throughout this interview, Rabia shares her thoughts on the Schools White Paper and explores why early support and stronger relationships with families are key to improving attendance and outcomes for children with SEND.
What are your initial thoughts on the Schools White Paper and the direction it sets for the future of SEND provision?
I think the Schools White Paper is moving in the right direction, to be honest. It’s picking up on issues that people in SEND have been raising for years, including delays, inconsistency and the pressure on specialist provision.
However, I do feel there’s quite a gap between what’s being proposed and what the system can realistically deliver right now. It’s ambitious, which is good, but a lot will depend on how it’s actually rolled out on the ground.
The government proposes digitising EHCP processes and creating a more streamlined system. How realistic do you think this is in practice?
In theory, it’s a really positive step. Many of the delays we see come from systems not communicating with each other or tasks being done manually.
If digitalisation is done properly, it could make things much clearer for families and quicker for professionals. However, I’m cautious; if the system isn’t well designed, it could add unnecessary complexity.
It’s also important to take into account that not all families are comfortable with digital systems. They may not have enough resources to do everything online, so we still need human support alongside it.
The process, in my opinion, is also a rollercoaster of emotions and it can’t fully replace relationships and communication.
Do you think mainstream settings are currently equipped to meet the government's plans to improve inclusion and accessibility? What do you think needs to change?
Honestly, not at the moment. There are some schools doing really well, but overall, most are stretched.
It’s not about willingness, but capacity. Staff are under pressure, funding is tight and not everyone has the level of training needed.
For inclusion to really work, there needs to be more consistent training, better access to specialist support and more time and resources in general.
Otherwise, it becomes more of an expectation than something that’s actually achievable.
The government wants all schools to join or form Multi-Academy Trusts. How might this structural change impact SEND delivery at a local level?
I think it could go both ways. On one hand, Multi-Academy Trusts can share good practice and resources, which could really benefit SEND.
At the same time, there’s a risk that things become a bit too centralised and less responsive to local needs.
SEND support often relies on understanding the local community and working closely with local services, so it’s important that it doesn't get lost.
Do you feel the Schools White Paper adequately addresses current workforce pressures within schools and local authorities?
I don't think it's fully addressed, if I'm honest. It's acknowledged, but when you look at the reality, for example, high caseloads, burnout and difficulty recruiting, it feels like more needs to be done.
Without strengthening the workforce, it’s hard to see how some of these changes will actually be delivered.
How will early intervention plans and Alternative Provision reforms reduce demand for EHCPs and tribunal appeals over the long term?
Early intervention plans make complete sense. If you can support children earlier, it should reduce the need for EHCPs and disputes later on.
Right now, a lot of families push for EHCPs because it’s the only way to guarantee support. Unless that changes, I think demand will stay high. Early intervention only works if the support is actually there at that stage.
How do you think the Schools White Paper’s ambition for every child to ‘achieve and thrive’ could be realistically achieved in practice?
It’s a great aim and it’s what everyone wants. I think the key is being realistic about what that looks like for different children. It won’t be the same for everyone.
It means being more flexible, working closely with families and looking beyond just academic outcomes. For some children, ‘thriving’ might look very different and that needs to be recognised.
The Schools White Paper highlights improving attendance and reducing persistent absence for children with SEND. How realistic do you think these proposals are and what challenges might schools and local authorities face in achieving them?
Attendance is a really complex matter. It is important to recognise that, for children with SEND, absence is usually a symptom and not the problem itself.
For many children with SEND, attendance issues are linked to anxiety, unmet needs, or a school environment that just isn’t working for them. It’s not something you can fix just by focusing on attendance itself; you have to address what’s causing it.
When we talk about improving attendance, I don’t think stricter policies are the answer. Schools really need support to understand why a student isn’t attending school and to respond with a more personalised approach.
In practice, that means identifying needs earlier and using SEN support properly, rather than waiting until things reach a crisis point.
It also means getting schools faster access to specialist services. Right now, long waits for support from Child and Adolescent Mental Health Services (CAMHS) or Educational Psychologists can delay help and make problems worse.
I also think flexibility is key. Things like phased returns, reduced timetables, or even Alternative Provision, when used appropriately, can make a huge difference in helping a child re-engage with education.
Another big factor is the relationship with families. If parents feel judged or blamed, they disengage. When schools partner with families and involve services like SENDIASS, outcomes improve because everyone trusts the process.
The Schools White Paper helps set a clear direction, especially by promoting consistency and high expectations. For SEND attendance, it can’t be a one-size-fits-all approach.
It really needs to sit alongside more SEND-specific approaches and allow schools the flexibility to respond to individual needs.
Overall, improving attendance depends less on enforcement and more on early support, flexibility and strong relationships.
What elements of the Schools White Paper surprised you the most?
I think the level of focus on standardising the system. I understand that it’s about fairness, but SEND is very individual, so I think there’s a balance to be struck there.
What elements of the Schools White Paper do you think are most at risk of failing?
Probably the implementation side of things. There are a lot of good ideas, but without the right funding and staffing, there’s a risk that it will create more pressure on an already stretched system.
Looking ahead, what do you think will be the most successful element of the Schools White Paper?
For me, early intervention is probably one of the most important parts of the Schools White Paper, but only if it’s done properly. I think where it sometimes goes wrong is that early intervention ends up meaning early referral rather than early support.
We rely too much on processes like Education, Health and Care Plans when, actually, a lot can and should be done much earlier at the SEND support level.
In reality, good early intervention starts in the classroom. It’s about high-quality teaching that’s inclusive, staff who understand different needs and small adjustments that stop things from escalating in the first place.
It also relies heavily on staff confidence and training. If teachers feel equipped to recognise and respond to needs early, you prevent a lot of issues later on.
Another big part is joined-up working. If Education, Health and Social Care aren’t communicating properly, early intervention just doesn’t happen in a meaningful way; it becomes fragmented and delayed.
I also think consistency really matters. Early intervention shouldn’t depend on which school a child goes to or how proactive a parent is. It needs to be built into the system.
For me, success comes from keeping it practical and proactive: supporting children early in the classroom with the right training and services in place. If that’s done well, you reduce the need for more intensive support later on.
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