SEND: ‘It is a grave mistake to ignore the valuable input of the independent sector’

The recent publication of the Schools White Paper heralded the long-awaited plans for significant reform of the system for special educational needs and disabilities (SEND) provision.
 
No one can argue with the laudable aims of the government’s proposals. It is surely right that all schools become more inclusive environments where neurodivergent children and young people, and those diagnosed with SEND, feel they belong and can thrive. 
 
Likewise, early identification of need and quicker access to appropriate support can only be positive. And we all acknowledge the crisis in funding bankrupting local authorities – something needed to change!
 
However, the real question is whether the changes set out in the SEND reform consultation will deliver these ambitions. Can state-maintained mainstream schools really be fully inclusive? 
 
The government plans to invest £1.6bn in making them so, together with a further £200m for providing all state-school teachers with training in SEND. They will also use some of a £3.7bn investment in infrastructure to create tens of thousands of new places in ‘Inclusion Bases’ in mainstream schools.
 
But are these in-school hubs a route to genuine inclusion? Pupils who spend part of their timetable in a specialist centre away from their peers and normal classes can often feel ostracised and marked out as different. Such an approach can damage their self-esteem and belief, and limit their outcomes. For many children, a state-maintained secondary school is simply too large and overwhelming, even with an inclusion base.
 
This is where the independent schools’ sector offers salvation for many families. With a huge variety in school types and size, pupils with neurodivergence or SEND can feel an equal member of their communities, thriving in ambition for themselves, friendships, attendance, progress and results.
 
It is a grave mistake to ignore the valuable input of the independent sector within the SEND landscape. Even amongst our mainstream schools, many provide necessary environments for countless children who cannot fulfil their potential in a maintained setting. 
 
And yet, a key proposal of this public consultation is the removal of new EHCPs (Education, Health and Care Plans) and funding from independent schools from 2030. Is this really in the best interests of our most vulnerable children and young people? Or does this reflect a more ideological motivation?
 
The plans include new legislation to control independent special schools in terms of costs, duties and oversight. They will be subject to a new set of National Inclusion Standards designed for all schools, and will be forced to adhere to a revised SEND Code of Practice. EHCPs in independent settings will be governed by a framework of Specialist Provision Packages aligned with cost bands.
 
There is much concern amongst parents and school leaders. How might the admissions and audit landscape change post-2029? Every school must examine this. 
 
And what are the opportunities? With a greater breadth of need in state mainstream classrooms, how many families will seek the different atmosphere offered by an independent school? And should we not be sharing our expertise in building high-achieving, inclusive environments, growing partnerships and cementing our influence on the educational landscape?
 
Through our nationally recognised outreach work, More House School already supports 270 UK schools to empower all children to thrive.
 
Ensure your voice is heard by responding to the SEND reform consultation before the 18 May deadline.