In this blog, you will learn:
Why this SEND leader believes early intervention is one of the most promising reforms in the Schools White Paper.
Why SEND provision must remain flexible and individualised to meet every child’s needs, according to this SEND professional.
This SEND leaders insights on funding, workforce pressures and whether reforms can realistically be delivered in practice.
How to find and apply for the latest local authority SEND jobs.
With the publication of the Schools White Paper, the government has outlined reforms aimed at improving education and strengthening SEND provision across the country.
Central to the Schools White Paper is the ambition to ensure “Every Child Can Achieve and Thrive” with a stronger focus on early intervention, inclusion and targeted support.
The reforms aim to create a more consistent and accessible system by improving early identification, expanding support in mainstream settings and ensuring children can access help.
In our latest interview, we spoke to Jayde, an Early Years SEND Lead and SENCO with over 10 years of experience supporting children with SEND during their crucial early years of development.
Throughout the interview, Jayde shares why she believes early intervention is one of the most promising aspects of the Schools White Paper and the importance of individualised support.
What are your initial thoughts on the Schools White Paper and the direction it sets for the future of SEND provision?
I think a change of direction is clearly needed. It’s positive to see SEND being discussed and prioritised, but the future still feels so uncertain for many families and that is still a worry.
The need for SEND support has increased significantly over the years and provisions simply haven’t been able to keep up with the need for specialist support across boroughs.
It’s been an overwhelming time for many families who really need access to specialist support.
The ambition is clear and I have every hope that the Schools White Paper will bring about positive change.
Its success will likely depend on whether sufficient funding, training and infrastructure are available and managed effectively.
The government proposes digitising EHCP processes and creating a more streamlined system. How realistic do you think this is in practice?
I think it could improve efficiency and reduce delays, which is much needed; however, in practice, many systems are already under a lot of pressure.
There is a risk that digitising EHCP processes could become more transactional and less personal.
EHCPs need to remain child-centred and while technology can support the process, I think it is important that it does not replace or override the system entirely.
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?
I don’t think mainstream settings are fully equipped just yet. I think it’s going to be a work in progress and it’s going to take time to get it right.
There might be teething problems initially, which is understandable. Big changes take time and it will be a process rather than an immediate fix.
I think there needs to be more focus on accessing relevant training and developing the knowledge and understanding needed to increase capacity before we can expect a significant shift.
I am passionate about inclusion and equal opportunities and I think it’s important to note that equal opportunities don’t always mean providing the same thing for everyone.
What works well for one child may not work for another and I think that is something that needs to be remembered throughout this journey.
Every child has their own individual needs and meeting a variety of different needs within one environment will no doubt come with its own challenges.
Some children may thrive in a mainstream setting with sufficient support. Others may require a much smaller, specialist provision to meet their needs and achieve their full potential.
This should be recognised as meeting needs appropriately, not exclusion.
Every child deserves access to the right support so they feel happy, cared for and able to thrive.
The government wants all schools to join or form Multi-Academy Trusts. How might this structural change impact SEND delivery at a local level?
There’s potential for more consistency and shared resources, which is promising, but I also see a potential risk of losing local knowledge and personalised support.
SEND provision generally works well when it reflects the true needs of its community.
Do you feel the Schools White Paper adequately addresses current workforce pressures within schools and local authorities?
Workforce pressures remain a major issue. There’s no denying schools and local authorities are stretched and SEND roles require time and expertise.
Without tackling workload, recruitment and ongoing training, it’s difficult to see how reforms will be delivered effectively.
How will early intervention plans and Alternative Provision reforms reduce demand for EHCPs and tribunal appeals over the long term?
Early intervention is key and can certainly reduce the escalation of needs.
However, demand for EHCPs will only decrease if families trust that sufficient support is available to meet needs without having to fight for an EHCP first. This isn’t always the case at present and this is completely understandable.
All we want, as parents, is to know our children are safe, happy and able to access suitable provision that supports their individual needs.
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 the right ambition, but it needs to reflect that each child’s version of thriving presents itself differently.
Flexibility and individualised support will still be essential to ensure that every child can realistically achieve and thrive.
The Schools White Paper highlights improving attendance and reducing persistent absence for children with SEND. How realistic do you think these proposals are?
I think improving attendance is quite complex. Absence for children with SEND is not always a choice. Often, children with SEND are absent due to unmet needs, anxiety, or unsuitable environments.
Without addressing and supporting the root causes and the reasons behind absences, change could be limited.
What elements of the Schools White Paper surprised you the most and which do you think are most likely to fall short?
The scale of change being proposed is quite significant. It shows just how much reform is needed, but it also highlights how much pressure this could potentially place on already stretched systems.
I think the gap between policy and practice is most at risk of failing. Without sufficient funding and realistic implementation, there’s a risk that changes won’t translate into meaningful support.
Looking ahead, what do you think will be the most successful element of the Schools White Paper?
Personally, I think early intervention is one of the most promising aspects of the Schools White Paper. The early years are such a crucial period of development and the right support at this stage can make such a significant difference.
If needs are identified and supported early, it can reduce escalation, improve outcomes and ease pressure on services down the line.
If implemented properly and backed by the right resources, I think early intervention is one area that has real potential to succeed.
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