The Labour government has made its stance clear: schools should be inclusive by ensuring that they meet the needs of pupils with additional needs and special educational needs and disabilities (SEND).
Very few school leaders would disagree with the ideal that children and young people, including those with SEND, should be able to attend their local school. It is not without its practical challenges, however.
Lack of appropriate physical space, insufficient funds to staff resource provisions effectively, low staff confidence levels in meeting the needs of pupils with complex SEND and historic accountability measures that disincentivise inclusivity have all added to the barriers faced by school leaders.
Yet it can be done. At Humber Education Trust, a mixed multi-academy trust of 17 schools - 13 primaries and four all-through (2-19) special schools - we cater for pupils with a raft of conditions covering specific learning disorders, physical disabilities, profound and multiple learning disabilities, autism spectrum disorder and more.
SEND support: schools becoming more inclusive
Twenty per cent of pupils attending one of our primary schools have an identified SEND need and almost 5 per cent have an education, health and care plan (EHCP).
In some schools needs are met through access to a formal, local authority-commissioned resource base, while a number of others have informal SEND “hubs” that support pupils on the roll of the school.
However, not all of our schools have additional SEND provision spaces and the majority of pupils with an EHCP are supported through adaptations to the curriculum or delivery method within the main classroom.
Doing this is not without its challenges - there are no one-size-fits-all templates to follow. Instead it is about starting with a clear understanding of the needs of the children and undergoing a careful assessment of the curriculum offer that would be appropriate to meet their needs, followed by understanding the environment and staffing resources needed to deliver that offer in the most effective way.
Furthermore, as the children and their needs change, so, too. must the provision. For example, we have had to ensure that the commissioned monies from the local authority adequately reflect the provision required by the EHCP and have spent significant sums on creating physical spaces to meet the needs of pupils.
So, while there may not be a single “right” way to do this, there are some key questions that schools can ask themselves as we move towards becoming a more inclusive sector.
1. Who will plan for and teach the children in the ‘hub’ and what will the staffing ratio be?
All children have the right to be taught by highly qualified and well-trained staff. Bespoke provision is only likely to be successful if staffed generously and with care.
2. How will SEND funding and ‘top up’ values for pupils with an EHCP be used to provide high-quality provision?
A SEND hub can be a cost-effective way of supporting pupils with additional needs, but only if a number of pupils have similar profiles and/or cognition levels. The provision must fit the pupil, not the other way around.
3. Where should the space for a ‘hub’ be allocated within the school building?
We feel strongly that pupils with additional needs should feature at the heart of our school buildings, and should not be separated from the rest of the school.
4. Which children would benefit from a provision that is additional to the main classroom and why?
Not all children will be best served by separate provision. Care has to be taken that decisions are made in the best interests of children, not because meeting their needs outside of the main classroom is considered “easier”.
5. How can you ensure that the curriculum for children with complex SEND is still ambitious and enables them to thrive and excel?
The curriculum offer should be of a high quality, carefully sequenced and effectively delivered. Progress needs to be tracked carefully and celebrated.
6. How much time will children spend in the ‘hub’ as opposed to their main classroom?
Where possible, we believe children should have a blended offer - the benefits of bespoke provision while still being part of whole-class learning and activities.
7. How can you ensure that students who spend time in a SEND hub have a sense of belonging within the school community?
Every human interaction affirms how valued pupils are and how much they belong. Careful consideration is needed to ensure that pupils with SEND can be supported to engage fully in all aspects of school life.
Supporting children and young people with additional needs and ensuring that they get the right support, in the right place, at the right time is not cheap or easy. And neither should it be.
Rachel Wilkes is chief executive for Humber Education Trust
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