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The National Network of Parent Carer Forums (NNPCF) welcomes the ISOS Partnerships’ report, The Future of Home to School Transport (HTST) – The future of home to school transport | Local Government Association, as a timely and much-needed exploration of an issue that directly affects the families we represent and their children’s access to education.

The NNPCF commend the report’s inclusion of Parent Carer voices and its balanced presentation of the complex challenges surrounding HTST. The NNPCF are particularly encouraged by the recognition that HTST must be considered as part of the wider education ecosystem, not in isolation. The report rightly highlights that reducing the distances children travel to reach a school that meets their needs is key to creating a system that is not only more efficient and financially sustainable but also better for children and families.

However, the NNPCF are apprehensive about the emphasis on financial sustainability, especially in the current climate of limited suitable local provision. Cuts to HTST, particularly for post-16 learners, are already having a tangible negative impact on families. Short-term financial savings at the local level often result in greater costs to the broader education and care systems and, more importantly, they risk denying children and young people with SEND their right to an education that meets their needs, reducing their ability to achieve and thrive.

The NNPCF have serious concerns about the potential introduction of compulsory or mandatory Personal Transport Budgets (PTBs). While flexibility can benefit some families, mandating PTBs may shift the burden of responsibility and cost onto families who may not be equipped; financially, logistically, or otherwise, to manage transport themselves. For many families of children with SEND, especially those with complex needs or living in rural areas, this could be exclusionary and increase inequality in access to education and increase isolation.

The NNPCF have significant reservations about the report’s recommendations around a 3 mile eligibility threshold and reliance on ‘local discretion’ to determine HTST support. Without explicit guidance and accountability, these changes risk creating further inconsistency, confusion, and conflict between families and local authorities.  Any future policy updates must be based on the individual needs of the child or young person and consider wider family circumstances to ensure provision adapts accordingly.

The NNPCF are also concerned that policy proposals for post-16 young people with SEND do not allow for choices about their education settings. Any changes to HTST policy must support, not limit, these young people’s rights to access the setting that best meets their needs.  Clarity will also be needed regarding any requirement for accompaniment for secondary-aged pupils and the use of Pick-up Points. These may create additional challenges, especially for the SEND community, unless carefully planned around the child or young person’s needs, promoting their independence and co-produced with those who will be most affected.

HTST policy should support equitable access to education, ensuring appropriate support staff ratios and, where needed, a clinically trained workforce, to safely transport children and young people and enabling access to the full school experience, including breakfast and after-school clubs.  These wraparound services are essential to inclusion and should not be compromised by transport limitations.

The NNPCF support the report’s conclusion that HTST is a key enabler of educational access and improved life outcomes. It is vital that any future developments in HTST policy are co-produced with Parent Carers, young people, national and local government, education providers, and health services. Only through genuine collaboration can we ensure that HTST systems uphold the rights of all children and young people to free, appropriate, and accessible education.

NNPCF welcomes the ISOS report’s insights and balanced approach but urges caution around financially driven recommendations that risk exacerbating existing inequalities. The NNPCF call for clear statutory guidance, inclusive and transparent policy development, and holistic planning to ensure HTST continues to support the right of all children and young people, including post-16 learners, to access the educational setting that best meets their needs.

The NNPCF welcome the direction of the NHS Long Term Plan, particularly its focus on early intervention, prevention, and cross-sector collaboration. The recognition of the role of Family Hubs, schools, and Neighbourhood Health Services in supporting children and families, including those with SEND, is a positive step. Commitments to expand Start for Life services from age 2 to 5, improve access to speech and language therapy, and align health provision with education services are encouraging.  

Children’s services have been under-resourced within the NHS for many years, and so  whilst we are pleased to see the visibility of babies, children and young people, we feel it must be strengthened, alongside a clear commitment to rebuild the workforce, especially health visitors, paediatricians and allied health professionals, to meet rising need. There is also a need to ensure specialist workforce, such as Learning disability nurses, for the Learning Disabled is not eroded. 

While the emphasis on digital transformation is welcome, it must not come at the expense of accessibility for families who experience digital or social exclusion. The NNPCF is concerned that increased reliance on digital services may reduce valuable face-to-face interactions with vulnerable communities. These in-person engagements offer crucial opportunities to better understand a child or young person’s physical health, particularly when they are unable to fully articulate their needs. Conditions such as constipation, highlighted by the Learning from Lives and Deaths Reviews (LeDeR) as a significant concern, can often go unnoticed without direct, face-to-face observation. Additionally, face-to-face contact provides a vital opportunity for robust safeguarding that may be more difficult to ensure in purely digital settings. 

 The NNPCF welcome the commitment that Health services will do more to play their part in child safeguarding, working with Department of Education to implement a single unique identifier for every child, to enable proactive, preventative and joined-up care across different public services. The responsibilities however of this, is not clear if this will sit with Integrated Care Boards (ICBs) or commissioned providers.  

We hope that a strong delivery plan will sit alongside the main strategy, providing much-needed focus, particularly for children and young people with SEND. While the emphasis on prevention is important, there must also be recognition of the needs of those living with long-term conditions and the support required to help them stay well. It is well documented that many within the SEND community experience significant health inequalities. To address these challenges, a dedicated implementation strategy for children’s health, co-produced across health, education, and families, would be a welcome and necessary step. 

As structural changes take place across NHS England, the NNPCF seeks a clear commitment that these reforms will not negatively affect outcomes for children and young people with SEND. A robust delivery plan, supported by clear guidance and an outcomes framework for children, is essential to support commissioners in planning and delivering both new and existing services in line with the government’s vision. 

With the proposed changes outlined in the 10-year plan, it is imperative that the voices of parents, carers, children, and young people are heard and central to shaping future services. The NNPCF would welcome the opportunity to represent parent carer forums across England and their members, and to work in true co-production and participation to help guide the successful implementation of this plan. 

The NNPCF welcomes the new Best Start in Life Strategy and its recognition of the challenges many families of children with SEND face in accessing Early Years placements. We are pleased to see a strong focus on the importance of child development during the Early Years, including for those with SEND. The SEND specialists within family hubs offers a much-needed opportunity for accessible early support for families, which we view as a positive step forward. Embedding SEND training and early identification into the strategy will help promote inclusive practice across all Early Years settings.

Best Start in Life – Best Start in Life

Government revives family services, supporting 500,000 more kids – GOV.UK

The National Network of Parent Carer Forums (NNPCF) met with the Secretary of State for Education, Bridget Phillipson MP on 24^th June 2025. The meeting was to discuss the upcoming Schools White Paper and its ambition to deliver excellence for every child. During the meeting, the Secretary of State outlined the government’s broader vision for education reform, including some potential proposals within the Schools White Paper, developments in post-16 education, and the Best Start in Life programme. 

The Minister acknowledged that key decisions regarding the direction of the White Paper are yet to be finalised but reaffirmed the government’s commitment to ensuring that any reforms will command the confidence of parents and lead to improved outcomes for children and young people (CYP). The importance of involving families in shaping the education system was a central theme. 

The NNPCF were invited to use this opportunity to share the lived experiences of our Board Members, all of whom are parent carers of children and young people with SEND aged 0–25. Most importantly, along with those reflections we also brought forward the voices and experiences of families from local Parent Carer Forums (PCFs) across the country. These forums, provide invaluable insight into the day-to-day realities families face when navigating education, health, and care services. Their lived experience is crucial in identifying systemic challenges and shaping meaningful, parent-led change that reflects the needs of those most affected. 

The NNPCF highlighted the importance of clear accountability in the SEND system, along with co-production being vital in ensuring that services achieve the best possible outcomes for children and young people with SEND and make the best use of available resources.   Working in co-production with children, young people and their parent carers is also essential for families to have confidence in the SEND system.    

The NNPCF thanks the Secretary of State for the opportunity to share our views, as well as those of the families represented by our Parent Carer Forums across the country. We look forward to continuing to work collaboratively to ensure that forthcoming reforms lead to a more inclusive, accountable, and aspirational education system for all children and young people. 

“Reform is inevitable—but it must be carefully sequenced and co-produced with those it impacts most. True change will only come when children, young people, and families are fully supported, not through reduced entitlements, but through a system built on accountability, inclusion, and trust.” – NNPCF 

NNPCF welcomed the previous ISOS report, July 2024, as a valuable platform for a wider conversation. 

The NNPCF were pleased to provide representation, from all 9 of the DfE Regions, across all in person workshops conducted by ISOS through our Regional Representatives, who are leaders within their own local Parent Carer Forums, NNPCF Regional Directors and Co-Chairs. In the addendum report, their collective participation was referred to as “PCF Leaders,” a term we have adopted throughout this response.  

During the discussions, we were pleased that both lived experience and professional expertise played equally important roles in openly debating the current system and demonstrated a shared commitment to improving the outcomes for children and young people with SEND. 

For too long, there has been a focus on the issues surrounding a “broken” system, which is not meeting the needs of our families and, most importantly, not providing the support our children and young people need to achieve and thrive. The NNPCF welcome the revised rhetoric: “the current system is not delivering the experiences and outcomes that are needed for children, young people, families and practitioners, and that it needs to be fundamentally redesigned to deliver better experiences and outcomes.” 

Reform is clearly inventible, therefore the NNPCF believes we must now stop revisiting and debating the broken system. Instead, we must work together in a solution focused approach to co-produce the system that enables our children and young people to achieve and thrive to the best of their ability.  Any new system must ensure that the right services and provisions are available without parents and carers exhausting themselves in a fight to obtain them. To do this, and as this addendum report has demonstrated through its recent engagement, we must work with wider stakeholders, children, young people, parents and carers.  

ISOS takes the previous eight recommendations from the original report and moves the recommendations into two main areas which they call Pillars.  These ‘Pillars’ were discussed and debated at the workshops and reported through this addendum.  

Pillar One 

As the addendum indicates, parent carers were supportive of rebuilding a system that provides the necessary support and ensures that there is capacity in the system to deliver the support required. It is reported that the PCF leaders that took part, in the workshops, felt strongly that we must have a system capable of delivering the necessary provision and meeting the needs of our children and young people, before any statutory provision is amended. 

The PCF leaders raised concerns that the sequencing of SEND reforms would be perceived by parents and carers as a weakening of entitlement and access to support.  We raised a concern, that there is also a very real risk that many children and young people could slip through inevitable gaps as the system transitions to a new way of working. The impact of this could be detrimental to many children, young people, and their families. Therefore, we asserted strongly that any reforms must be properly sequenced. 

There has been much debate around whether the current system needs reform at all, or whether it simply needs to be strengthened and increased accountability. This, in turn, led us to emphasise that any reforms, particularly those involving changes to statutory entitlements, must be accompanied by robust accountability measures, that align to the roles and responsibilities of those delivering of provision. 

Accountability in any SEND reforms, must apply to local authorities, education settings and health providers and commissioners, especially in relation to access and delivery of provision deemed to be “ordinarily available”.  Placing responsibility and accountability to identify and meet the need for children and young people and their families across stakeholders. Currently, such accountability is lacking across the whole system and therefore provision is inconsistent and often subject to a postcode lottery within the system. 

Pillar One is, in many ways, is potentially asking parents and carers to place their trust in a system to deliver support, a system that has, historically and systematically failed them and their children and young people. 

This is why the NNPCF believes that change must be carefully coproduced and sequenced. As change progresses, the experiences of children, young people, parents, and carers must be fully understood and genuinely valued. We cannot simply enforce change or reduce statutory entitlements without first creating an environment in which children and young people feel truly valued, included, and supported. 

Pillar Two 

The NNPCF agrees that we must move away from a deficit model of support only being provided based on labels and diagnoses, but as the report highlights, these play an important part in terms of self–understanding and we must not lose that.  Support however should be needs led, particularly when waits for a medical assessment and/or diagnosis have never been higher, and whilst we would argue the current legislation supports this, the system does not.  

In relation to the “vicious circle” (Fig. 3), the NNPCF acknowledges that the level of support for children and young people on SEN Support has decreased. As discussed under Pillar One, this support is not always needs led, clearly defined, and there is little accountability for its delivery. As the report rightly states, this understandably leaves parents and carers with no choice but to seek statutory support and specialist provision. Whereas, in a reformed system, a system where children and young people’s needs are both identified and met, we accept that more children and young people’s need could potentially be met without a statutory plan or specialist provision provided through EHCP admission arrangements.  

Reforms to the legal framework must tackle the disproportionate statutory responsibilities placed on SEN Support compared to those associated with Education, Health and Care Plans (EHCPs) This success of any legal reforms  will be depend on  adequate funding, comprehensive workforce development, and timely access to specialist services such as educational psychology, speech and language therapy, occupational therapy  and mental health support. 

That said, we do not believe that the incentives to seek statutory support as identified by ISOS within the addendum¹,  within the current system, are the only cause of the increase in the number of children identified with SEND. Special educational provision is defined as “provision that is additional to, or different from, what is normally available to children or young people of the same age in a mainstream setting”. Whilst the report discusses an overidentification, many families have also told us that their child or young person’s needs were not identified early enough or not identified or indeed recognised at all.  

What is “normally” available in a mainstream educational setting, has been significantly reduced due to factors such as funding pressures, workforce capacity issues, and a lack of training (all cited as root causes) more children and young people by the very definition, are then considered to have SEND. This is not because their needs have changed, but because the education system is now meeting the needs of far fewer children and young people than it once did. Any reform of legal accountabilities around SEND should include a tiered system of accountability, alongside the introduction of a standardised and enforceable support plan for those requiring both ordinarily available and targeted support. 

Therefore, in terms of the legal definition of SEND, as stated in our previous response and as supported by the reasoning above, we acknowledge that the current definition is broad. However, our primary concern is not with the definition itself, but with the support that surrounds it, specifically, how the needs of children and young people are identified and met. Changing the legal definition will not change those needs and could risk disrupting access to support as the system transitions to a new way of working.  

Amending the legislated definition of SEND at a time when there is already significant contention within the system, amongst parents and carers, as this addendum highlights, education leaders, local authority leaders, and health professionals, are unlikely to build the confidence that is so urgently needed, particularly among children, young people, and their families.  Especially, when we currently have a system that is misaligned in terms of accountability with the roles and responsibilities of those that support our children and young people. The NNPCF welcome the view of this addendum report that the system must align and foster joint funding and responsibility. The NNPCF are concerned that how quickly roles and responsibilities might be realigned in a way that ensures that the system can work effectively so that children and young people do not fall between created gaps as the system shifts.  

This is why we believe careful sequencing is essential. 

The NNPCF believes that language is important. It supports culture, inclusion, and a sense of belonging, something all children including those with SEND strive for. The terms “special” or “SEND” can carry negative connotations, as expressed by children and young people themselves. We support the use of language that empowers them and their families, rather than stigmatises them. However, this shift in language can not be supported and championed without the need to legally redefine the existing definition at this stage, ahead of any potential changes. 

However, if the government does decide to redefine the legal definition of SEND, this should be carefully sequenced and must be undertaken through genuine co-production with children, young people, their families, and experts across all sectors.   

Whilst moving towards the suggested learner records, it still remains unclear how the accountability to provide the support will work and how these documents will be quality assured which is often the issue with non-statutory SEND Support. This is why changes to the statutory rights of children and young people should not be made without first establishing the essential building blocks of a SEN Support system that can meet needs as intended and a system that is less reliant on individual statutory plans to access support. 

Any change must build confidence; not only among children, young people, parents, and carers, but also among professionals across health, social care and education. To achieve this, those at the heart of the system must be meaningfully involved in shaping the changes.  

The NNPCF welcomes ongoing discussions with ISOS, CCN, the LGA, and government officials as the SEND system is reformed, with a shared commitment to improving outcomes for children, young people, and their families.

You can read the full ISOS Report here: https://www.local.gov.uk/publications/reform-send-system-what-might-next-stage-look-and-how-can-we-build-consensus

Recently the National Network of Parent Carer Forums (NNPCF) Regional Directors met with Dame Christine Lenehan and Dr. Karen Guldberg, both appointed advisors to the Department for Education (DfE), currently working closely with the government on SEND reform. 

During the meeting, NNPCF Directors raised several key issues on behalf of Parent Carer Forums (PCFs) across the country including: 

• Parental Confidence and Anxiety: Concerns were voiced regarding recent commentary suggesting the potential removal of Education, Health and Care Plans (EHCPs) in mainstream settings, which has led to significant anxiety among families. 

• Communication: Concerns were raised that the absence of official communications to families about any potential reforms and with limited information about the SEND and AP Change Programme work, has led to increased anxiety and fear about what the future holds for many families. 

• Reform Perceived as Cuts: It was highlighted that many families and stakeholders perceive the current reform agenda as being driven by cost-cutting, rather than by a commitment to increased or improved support via a less adversarial system. 

• Lack of Visibility in Policy Discussions: NNPCF raised concerns over the limited public involvement and visibility of the national network in key government working groups, impacting transparency and trust across the PCF network and families to look to local PCFs for support and clarity. 

• Expert-Led Taskforces: We reiterated the ongoing concerns raised by our Parent Carer Forums (PCFs) regarding the lack of NNPCF representation on government-appointed expert taskforces. This issue, previously highlighted at our National Conference, has been reignited by recent commentary, further intensifying those concerns. 

• Limitations on Advocacy: As solution-focused, non-campaigning organisations, Parent Carer Forums (PCFs) and the National Network of Parent Carer Forums (NNPCF) face restrictions on public advocacy. These limitations can affect parental confidence in both their local forums and the NNPCF—especially when communication from the government is lacking. 

The NNPCF reaffirmed its commitment to amplifying the voices of families and expressed a clear willingness to collaborate with all stakeholders to achieve meaningful and lasting improvements in the SEND system. We underscored the need for the Department for Education and other government departments to actively engage with the NNPCF, recognising that strategic representation of parents and carers is not just symbolic— It is vital to ensure that policies are informed by lived experience and translated into tangible improvements for families. 

Dame Christine Lenehan said of the meeting, “I was really pleased to meet with the NNPCF Steering Group this morning for an open, honest and constructive assessment of where we are on the beginnings of reform. It is going to be essential to work with parents every step of the way to ensure success.” 

Dr Karen Guldberg supported Dame Christine Lenehan’s comments, stating, “I really valued meeting with the steering group and am committed to taking forward the concerns that were raised.” 

The National Network of Parent Carer Forums (NNPCF) has expressed serious concern following recent media reports suggesting the government may raise the threshold for accessing an Education, Health and Care Plan (EHCP). In response, the NNPCF have met with the Department for Education (DfE) and Dame Christine Lenehan several times, to seek clarity and ensure that the views of Parent Carers and local Parent Carer Forums (PCFs) are represented. 

The NNPCF has conveyed the concerns and reactions from many families and PCFs about any move that could restrict access to essential support. Unclear and inconsistent messaging around these “potential” changes has damaged parental trust in a system many already feel is failing their children. Parents urgently need reassurance that any reforms will not jeopardise support for children and young people with SEND. 

In its discussions with the DfE, the NNPCF has stressed the importance of a comprehensive engagement strategy to ensure genuine parent participation. We have also called for clear accountability mechanisms when children and young people’s needs are not met. 

The SEND system must be transparent, responsive, and inclusive, with defined responsibilities across education, health, and social care. Only with clear accountability and honest communication can confidence in the system be rebuilt. 

These concerns arise within an already adversarial SEND landscape, where families often face significant barriers just to secure basic support.  

Too many families are forced to seek EHCPs for access to help that should be readily available, enduring stress, lost income, lengthy delays and poor outcomes for their children and young people. Many families report part-time timetables, exclusions, or unmet needs due to a lack of appropriate provision. 

There is widespread recognition that reform is needed, but how change is developed and delivered are critical. The NNPCF is calling for inclusive reform, shaped in partnership with families. “Nothing about us without us” must be the guiding principle. Improvements must include strong safeguards for accountability and access to redress when support fails. 

Restoring trust will require open dialogue, adequate funding, and a skilled, supported workforce. Most importantly, policymakers must work with families, not around them. The NNPCF remains committed to working with a solution-focused approach, in collaboration with the DfE and partners, to help shape a system that is fairer for families, less adversarial, and fully meets the needs of children and young people with SEND.  

The NNPCF are delighted to welcome Claire North from the Northumberland Parent Carer Forum as the new North East NNPCF Regional Director.
Upon her appointment, Claire said, “I’m excited to get started in this role. The opportunity means so much to me, both professionally and personally, as I know how vital the voice of parent carers is in shaping the services and support our families rely on. I’m looking forward to working alongside the amazing forums we have here in the North East”.

Jo Harrison and Sarah Clake, Co-Chairs of the NNPCF, shared their thoughts on the appointment: “We are thrilled that Claire has agreed to take on this important role. As the chair of her local Parent Carer Forum and a director of the North East Regional CiC, Claire has also played a crucial role in the North East region over the past year. We appreciate her passion for collaboration and her commitment to supporting and representing the region at a national level.”

The NNPCF would also like to extend our sincere thanks to Kath Bromfield for her ongoing support in the region, alongside Becky Adamson and Carla Scaife, who have been instrumental in strengthening our connections with North East PCFs. Their efforts have helped us gain a deeper understanding of the unique needs and opportunities within the area.

Claire begins her term on Tuesday, 6th May, and will serve an initial four-year term. We look forward to her leadership in this new role as she continues to champion the voices of parent carers across the North East.

The National Network of Parent Carer Forums (NNPCF) has consistently emphasised the importance of understanding and addressing the unique challenges faced by children and young people (CYP) with Special Educational Needs and Disabilities (SEND) in relation to school attendance. We want all CYP to be able to maximise their attendance in a way that best meets their needs. We recognise that not every CYP will be able to attend education on a full-time basis. We believe that, for some, accessing education part-time or through alternative arrangements that better suit their needs should be supported.

The NNPCF has previously highlighted that punitive approaches to attendance for SEND CYP can add strain to families already under pressure. To ensure that CYP not only attend school but also engage meaningfully in education, schools must provide consistent support, reasonable adjustments, and early interventions. This includes ordinarily available provision and, where required, statutory support as outlined in Education, Health, and Care Plans (EHCPs).

The NNPCF has historically engaged with initiatives such as the Attendance Action Alliance, chaired by the Secretary of State for Education, to ensure that the challenges faced by SEND CYP are considered in national attendance strategies. We have stressed and continue to raise the importance of co-producing support mechanisms with families and eliminating any ‘blame culture’ associated with attendance issues. Strong joint working across all sectors, in partnership with families, is essential to supporting SEND students in attending school, in line with their needs, regularly.

The NNPCF were not invited to discussions on this current attendance campaign, however, we did provide feedback on the impact and concerns raised by parent carers regarding the previous campaign. We understand that both the previous campaign in 2024 and the current campaign (March 2025) have left parents feeling that the government’s approach fails to recognise the unique difficulties faced by SEND Children and Young People.

We understand that the campaign’s broad approach to attendance is perceived by parents and carers of CYP with SEND as overlooking the complex reasons behind absenteeism. The NNPCF has been clear that without addressing the root causes—such as unmet educational needs, bullying, or mental health challenges—simply urging attendance is ineffective and may strain relationships between families and schools.

In our previous feedback, we have also raised concerns about the perceived blame on parenting.  Some parents feel that the campaign implies absenteeism results from poor parenting.  This disregards systemic issues within the education system that fail to accommodate SEND Children and Young People adequately, along with some CYP who struggle with the environmental issues within a setting. This perception has led to feelings of frustration and alienation among parents who are already advocating tirelessly for their children’s needs.

The NNPCF would like to see the narrative around attendance to change focus. It would be helpful to frame the narrative to distinguish between those missing education (truant/holidays) and those physically absent from the setting but still engaging (where SEND issues allow) with education. This latter group covers those on reduced timetables, remote learning etc.

The NNPCF do acknowledge the Secretary of State’s commitment to SEND reforms to ensure that the needs of CYP with SEND are met, and we note the recent government blog on attendance, published on March 14, 2025 (Link), which states:

“It’s important to recognise that children with long-term medical conditions, serious mental health challenges, or Special Educational Needs and Disabilities (SEND) may encounter additional obstacles. For those experiencing complex barriers to attendance, schools should engage in compassionate discussions with both children and their families, collaborating to provide tailored support that meets their specific needs.”

However, the NNPCF acknowledge that many SEND parents and carers still feel that the current media campaign overlooks these commitments and lacks the necessary sensitivity and understanding of their children’s unique challenges, which we will raise though our ongoing engagement with the DfE.

The NNPCF, along with other key stakeholders, attended a roundtable meeting, on 11^th 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.