The NNPCF, along with other key stakeholders, attended a roundtable meeting, on 11th March 2025, with Minister McKinnell, Minister of Education, facilitated by Amanda Allard from CDC which focused on Special Educational Needs & Disabilities (SEND).
The meeting provided an opportunity to discuss the ongoing speculation surrounding SEND and Inclusive Education. The Minister shared insights into the government’s direction and engaged with key stakeholders.
Ministers Address
The Minister acknowledged that the current system is not functioning effectively and that reform is needed to create a truly inclusive education system to ensure that Children and Young People (CYP) have the opportunities to achieve and thrive in their education.
The Minister emphasized the importance of focusing on SEND, stating that she has participated in 12 debates in Parliament on the subject. The Minister also highlighted several initiatives currently underway which are also supporting an inclusive education system:
- Neurodivergence Task and Finish Group (Chaired by Dr Karen Guldberg): has conducted three meetings so far to address the needs of neurodivergent children and young people.
- Inclusion Expert Advisory Group (Chaired by Tom Rees): bringing together expertise from key stakeholders, including Ofsted, to enhance inclusivity.
- Partnership for Inclusion of Neurodiversity in Schools (PINS): aims to build teacher and staff capacity to better support neurodiverse children. Currently, 1,600 mainstream primary schools are involved.
- Early Language and Support for Every Child Initiative (ELSEC part of Change Program): Therapy teams have supported approximately 13,000 children, while over 1,000 staff have received upskilling training.
- Change Program Partnerships (CPP): are gathering insights on the effectiveness of SEND and Alternative Provision (AP) reforms.
Defining Inclusion and the Role of Specialist Provision
Stakeholders emphasized to the Minister the need for a clear, shared definition of inclusion and inclusive education. Concerns were raised about the risk of multiple, competing definitions, and the Minister reassured attendees that efforts are being made to align these perspectives.
Stakeholders highlighted the need for a continued role for specialist provision, calling for knowledge transfer from special schools to mainstream settings to enhance inclusive education. Stakeholders emphasized that to enable inclusion, the system must strategically commission the right level of support. Concerns were also highlighted regarding funding, the lack of quality data, and insufficient knowledge of children’s needs, all of which impact effective commissioning.
The Minister stated that the current Children and Wellbeing Bill in Parliament aims to improve collaboration between local authorities and multi-academy trusts. The Minister stated it was important that funding flows effectively through the system to reach the children and young people who need it most.
The Minister emphasised that reform requires more than just sharing best practices—it demands systematic change, recognizing that while some children will thrive in mainstream settings with varying levels of support, others may require resource bases or specialist provision.
Furthermore, she acknowledged the important role of specialist schools and emphasised that their expertise should be utilised to strengthen the broader education system.
SEN in Colleges
- The distinct challenges in college-level SEN noting that colleges hold 1 in 7 Education, Health, and Care Plans (EHCPs) yet lack access to key support services.
- Concerns were raised about the absence of dedicated funding for SEN support in colleges.
- Lack of preparation within EHCPs and insufficient strategic planning by local authorities can negatively impact transitions, leaving students without the necessary support. While colleges strive to be inclusive, they often face financial disincentives, making it challenging to sustain inclusive practices.
Health Perspective
- Timely access to health services is crucial for identifying and supporting children’s needs, which often present in educational settings but are not always fully understood. This gap can create a barrier to inclusion
- The need for a SEN-ready health workforce, ensuring that health professionals receive adequate training to better support children with special educational needs.
Teacher Training & Inclusive Practice
- Emphasised the need for more SEN training for teachers, both in initial teacher training and ongoing CPD.
- Teachers should be equipped to adapt their teaching for students with dyslexia and other learning differences.
- Dyslexia affects 10% of the population, making targeted teacher training a key priority.
Incentives and Accountability in Schools
- It was noted the disparities in schools’ commitment and capability to be inclusive.
- Ofsted now considers inclusion in its assessments, but some schools continue to prioritise academic outcomes over inclusion.
- Reforms must address both incentives and accountability to ensure all schools commit to inclusion.
Parental Concerns and Support for Mainstream Inclusion
- Concerns were raised about parental confidence in mainstream settings regarding statutory support plans. Questions were asked about how schools can reassure parents that their child’s needs will still be met, particularly if reforms lead to children and young people transitioning out of an EHCP because their needs are now deemed to be met within mainstream inclusion and ordinarily available provision.
- Assurance was sought for the importance of upfront investment to ensure needs are met and to prevent systemic failures.
- Questions were raised regarding government modelling on transition costs and future spending plans.
Resource Provision & Specialist Schools
- The government was urged to provide evidence-based guidance on resource provision and inclusive practices.
- Collaboration among local authorities is key to preventing resource provision from becoming segregated spaces.
- A concern was raised about staffing in Resource Provision (RP) settings and the necessary training required.
- Independent special schools were discussed, with concerns about local authority influence on new provisions.
Minister’s Response & Next Steps
- The Children and Wellbeing Bill is already driving change in cooperation between schools and local authorities.
- Teacher training and support for SEN Coordinators (SENCOs) is being actively developed.
- Capital funding will be announced soon to create more inclusive school environments.
- Collaboration with the Department of Health and Social Care continues to address workforce challenges.
- The Minister committed to further discussions on transitions and funding models.
Closing Remarks
- The Minister expressed appreciation for the discussion and engagement.
- The Minister’s team will follow up on key concerns raised.
- Future discussions will continue to shape inclusive education reform.
This meeting reinforced the importance of collaboration in building an inclusive education system that meets the needs of all young people.
With thanks to Amanda Allard at CDC and her team for organising the roundtable and the other stakeholders who contributed and took part in the discussions: Tania Tirraoro – Special Needs Jungle (SNJ), Tom Coulson – Unity Schools Partnership, Anna Bird – Contact, Ruth Perry – Natspec, Julie Hoodless – Cheshire ICB, Katie Ghose – Kids, Simon Plummer – NCB, Cheryl Ward – Family Fund, David Holloway – Association of Colleges, Annamarie Hassel – NASEN, Lorraine Mulroney – NHSE, Claire Dorer – NASS Schools, Edmore Masendeke – ALLFIE, Ellen Broome – Dyslexia Association, George Carr – Speech & Language UK.