Funding prevents SEND inclusion in schools - report

The Inclusion in London Schools report identifies a number of recommendations to tackle the challenge of boosting inclusion

"Seriously stretched" funding and "insufficient" staffing are preventing London's mainstream schools from being inclusive to pupils with special educational needs and disabilities (SEND), according to a new report.

Alongside more "sustainable" cash to help schools offer inclusive education - where pupils with and without SEND are educated in the same classroom - the report, commissioned by London Councils, also called on the government to increase support for specialist teachers.

It comes after the Chancellor Rachel Reeves announced an extra £1bn in high needs funding as part of last week's Budget.

A Department for Education (DfE) spokesperson said: "The reform families are crying out for will take time, but with a greater focus on mainstream provision and more early intervention, we will deliver the change that is so desperately needed."

Wednesday's Budget allocated £1bn for SEND, out of a £2.3bn overall increase in core spending on schools.

But the majority of the additional funding for the next financial year is expected to be used to reduce deficits by councils.

Only 1% of school senior leaders believe they have enough funding to meet the needs of their SEND pupils, according to the Inclusion in London Schools report.

The report concluded: "It is clear that London faces several key challenges, which present barriers to the effective inclusion of children and young people with SEND within their schools.

"These include a rapidly growing SEND cohort, seriously stretched funding, an insufficient workforce, and increasing gaps in outcomes between pupils with SEND and their peers."

'Access to excellent education'

As a result, London Councils, the group that represents all local authorities in the capital, is calling on the government and the DfE to increase support for SEND specialist teachers and to upskill teaching assistant roles.

It also recommends an increase in collaboration between education providers, NHS, local authorities and parents to ensure a supportive and strengthened education environment.

Conservative councillor Ian Edwards, London Councils' executive member for children and young people, said: "Currently, school leaders and London boroughs show commitment to inclusion, but in practice they are not always able to deliver.

"This has to change, and we need all education partners and government to come on board to support schools to move towards a genuinely inclusive education model."

He added: "We’re pleased to see government taking steps, committing in last week’s Budget to spend an additional £1bn to help with the underfunding of SEND as well as promising to reform the SEND system.

"We must take steps now to ensure all children in London and across the country get access to an excellent education."

The DfE spokesperson said the government had inherited a system that "has been neglected to the point of crisis, with children and families with SEND being failed on every measure.

“Every child and young person deserves the best life chances and the opportunity to achieve and thrive, which is why we announced a significant £1bn investment in the SEND system in the budget".

Children with SEND currently make up just over 17% of the pupil population in the capital, according to the report.

Seven London boroughs have more than a fifth of their pupils with SEND, an increase from one borough in 2023.

One of the report's findings was a reduction in the number of teaching assistants who support SEND pupils and a heavy reliance on agency teaching assistants, which has grown by 245% in the last decade.

Despite stronger outcomes for children with SEND in London compared with the national average, the report found children with SEND face higher rates of suspensions, absences and leaving schools compared to pupils without.

There is also disparity among black pupils with SEND in the capital, who are more likely to be suspended compared to other pupils with and without SEND, according to the findings.

The report recommends ensuring London’s schools are genuinely inclusive, as the number of children with SEND grows.

It stated children with additional needs in a classroom with pupils without SEND can reduce emotional distress and boost attendance.

Keeping SEND children within mainstream education also leads to better short-term educational outcomes and long-term employment prospects, the report added.