Solving the SEND Crisis

Education Committee Open Inquiry
Opened: 20 Dec 2024 Parliament page
A number of recent reports have set out in detail the extent of the crisis in the Special Educational Needs and Disabilities (SEND) system, which is letting down children and their families, creating intense pressure on local authority funding and on schools. This inquiry will focus on how to achieve … Read more
27 Recommendations
68 Conclusions
4 Reports
7 Oral sessions
17 Letters
7 Events
Activity timeline 36 events
30 Apr
2026
Correspondence
30 Apr
2026
Correspondence
3 Mar
2026
Correspondence
6 Jan
2026
Correspondence
6 Jan
2026
Correspondence
11 Dec
2025
Report published
9 Dec
2025
Correspondence
12 Nov
2025
Correspondence
12 Nov
2025
Correspondence
11 Nov
2025
Correspondence
11 Nov
2025
Correspondence
28 Oct
2025
Correspondence
Oral evidence sessions 7 sessions
1 Jul 2025
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Solving the SEND Crisis
Alison Ismail · Department for Education Catherine McKinnell MP · Department for Education
10 Jun 2025
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Solving the SEND Crisis
Conrad Bourne · The Mercian Trust Daniel Constable-Phelps · St Mary’s Primary and Nursery School Dr Peter Gray · SSCYP (Strategic Services for Children & Young People) Dr Susana Castro-Kemp · UCL Faculty of Education and Society (IOE) Jo Hutchinson · Education Policy Institute Nicole Dempsey · Dixons Academies Trust
13 May 2025
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Solving the SEND Crisis
Adam Sproston · Ofsted Georgina Downard · Independent Provider of Special Education Advice (IPSEA) Lucy Harte · Care Quality Commission (CQC) Sharon Chappell · Local Government and Social Care Ombudsman (LGSCO)
29 Apr 2025
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Solving the SEND Crisis
Alison Stewart · South West London Integrated Care Board Janet Harrison · The Royal College of Speech and Language Therapists Lisa O’Connor · Association of Educational Psychologists Ms Marie Gascoigne · Better Communications CIC Professor Ian Kessler · Kings College London Sarah Walter · NHS Confederation
11 Mar 2025
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Solving the SEND Crisis
Catherine McLeod MBE · Dingley's Promise Clare Howard · Natspec Joanna Hall Katie Nellist Madeline Thomas Margaret Mulholland · Association of School and College Leaders (ASCL) Miss Lucy Bowerman Ms Annamarie Hassall MBE · The National Association for Special Educational Needs (nasen) Sarah Cobb
25 Feb 2025
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Solving the SEND Crisis
Claire Dorer OBE · National Association of Independent Schools and Non-Maintained Special Schools Councillor Kate Foale · County Councils Network Dr Luke Sibieta · Institute for Fiscal Studies (IFS) Phil Haslett · F40 Rob Williams · National Association of Head Teachers
28 Jan 2025
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Solving the SEND Crisis
Agnes Agyepong · Global Black Maternal Health Amanda Allard · Council for Disabled Children Jo Harrison · National Network of Parent Carer Forums (NNPCF) Miss Imogen Steele · Contact Mrs Hayley Harding · Let Us learn Too Ms Katie Ghose · Kids Tania Tirraoro · Special Needs Jungle Ltd
Recommendations & Conclusions
95 results
1 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Absence of a departmental definition for inclusive education hinders clarity and investment planning.
We welcome the Department’s focus on inclusive education; however, we are concerned about the absence of a Departmental definition of this and the subsequent lack of clarity about what ‘inclusive mainstream’ education looks like and means in practice for educators, … Read more
Government Response
The government acknowledges the importance of inclusive education and outlines its 'Plan for Change,' including establishing an Expert Advisory Group for Inclusion, deploying RISE advisors, and incorporating an explicit focus on inclusion in Ofsted's new framework.
Department for Education
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2 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
Publish a clear definition of inclusive education with rationale and good practice examples.
It is unacceptable that a clear definition of inclusive education is still lacking. The Department must publish a definition of inclusive education and rationale for this vision alongside examples of good practice across different phases of education and settings within … Read more
Government Response
The government details its commitment to reforming the SEND system and improving inclusivity through various initiatives but does not commit to publishing a departmental definition of inclusive education, rationale, or examples within the requested three months.
Department for Education
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3 Recommendation Accepted in Part
5th Report - Solving the SEND Cris…
Include accessible settings, expert staff, flexible curriculum, and robust accountability in the definition.
An inclusive mainstream education system must be underpinned by several key elements, all of which we would expect to be included in the Department’s definition at a level of detail sufficient to enable professionals and families to have a clear … Read more
Government Response
The government has established an Expert Advisory Group for Inclusion and deployed Regional Improvement for Standards and Excellence (RISE) advisors to improve inclusive practice. It is also implementing an explicit focus on inclusion in Ofsted's new framework and making inclusive practice standard in early years through working with educators and providing professional development, though it does not fully address all aspects of the broad recommendation.
Department for Education
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4 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
UNCRPD principles and materials offer valuable guidance for developing inclusive education definition.
The UK is a signatory member of the UNCRPD (UN Convention on the Rights of Persons with Disabilities) since 2008. It would be helpful in developing any definition of inclusive education for the Department for Education to draw on the … Read more
Government Response
The Government is committed to reforming the SEND system to deliver an excellent, inclusive education for every child and young person with a world class curriculum and highly trained, expert staff at every phase of learning.
Department for Education
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5 Conclusion Deferred
5th Report - Solving the SEND Cris…
Assess funding required for SEND reforms and plan short-to-medium term investment aligning with timelines.
The Department must urgently assess the funding required to implement meaningful reforms to SEND provision. There must be a clear plan for how the Department will work towards this level of investment in the short and medium term, which aligns … Read more
Government Response
The government details current and future funding allocations for SEND, including an increase of £4.2 billion by 2028-29 and £740 million in high needs capital for 2025-26, and will extend the Statutory Override for local authority deficits. However, it defers setting out a clear plan for how it will work towards the assessed level of investment, stating further details will be provided in the upcoming Local Government Finance Settlement and in due course.
Department for Education
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6 Recommendation Accepted
5th Report - Solving the SEND Cris…
Set out plan for effective deployment of skilled professionals in inclusive mainstream education.
As part of delivering a fully inclusive mainstream, the Government must set out how it will deliver, over time, a system in which highly skilled professionals, including educational psychologists and speech and language therapists, are less tied up in undertaking … Read more
Government Response
The government commits to working with DHSC and NHS England to improve access to community health services and ensure allied health professionals are more effectively deployed. It is investing over £31 million to train over 600 new educational psychologists and has introduced a degree apprenticeship route for speech and language therapists.
Department for Education
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7 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Systemic failures in SEND provision result in poor experiences and outcomes for families.
The SEND system is not delivering for children and young people or their families, with poor experiences and outcomes becoming the norm in many places across England. Rising need coupled with limited school resourcing, stretched local authority budgets and a … Read more
Government Response
The government acknowledges the committee's report rightly highlights the deep-rooted issues within the SEND system. It states it is committed to reforming the system as part of its Plan for Change and is already taking action through investment in school places, improved teacher training, and Best Start Family Hubs.
Department for Education
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8 Recommendation Accepted in Part
5th Report - Solving the SEND Cris…
Involve stakeholders and parent organisations in SEND reforms; publish annual progress reports.
It is essential that the Department addresses these challenges if it is going to succeed in making mainstream education inclusive and fixing the broken SEND system. The Department must involve stakeholders in reforms and begin to consult with parent-led organisations … Read more
Government Response
The government commits to extensive stakeholder engagement now, including with parent-led organisations, through a Ministerial development group, regional/online sessions, and roundtables. Further details on SEND reforms will be set out in a Schools White Paper early in the new year, which will include a formal consultation, but an explicit commitment to annual reporting on progress is not provided.
Department for Education
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9 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Inconsistent SEN support and provision leads to inequitable experiences for children with SEND.
The current inconsistency in SEN support and ordinarily available provision across England is unacceptable and results in deeply inequitable experiences for children and young people with SEND. The lack of consistent good practice in SEN support, driven by insufficiently clear … Read more
Government Response
The government acknowledges the need for consistency and commits to improving inclusivity and expertise in mainstream schools. It has established an Expert Advisory Group for Inclusion and deployed Regional Improvement for Standards and Excellence (RISE) advisors to disseminate effective inclusive practice and help schools improve, though it does not explicitly commit to introducing national standards.
Department for Education
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10 Conclusion Accepted
5th Report - Solving the SEND Cris…
Insufficient funding and resources hinder adequate SEN provision and support
Insufficient funding and resources and a mismatch between local authority responsibilities and powers negatively impacts the adequacy of ordinarily available provision and SEN support. We have heard from school leaders and SENCOs that without sufficient resources, settings are struggling to … Read more
Government Response
The government responds to the observation about insufficient funding by detailing its significant investments in schools and high needs funding, including an increase of £4.2 billion by 2028-29, £740 million in high needs capital for 2025-26, and support for local authorities managing SEND deficits.
Department for Education
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11 Recommendation Accepted in Part
5th Report - Solving the SEND Cris…
Publish a unified national framework for ordinarily available provision and SEN support
The Department for Education should publish a unified national framework for ordinarily available provision and SEN support. This should offer clear, evidence-led guidance and include practical, real-world examples tailored to educators and educational settings, ensuring that all practitioners have access … Read more
Government Response
The government has not committed to publishing a unified national framework but is working to improve inclusivity and expertise through other means. These include deploying RISE advisors to disseminate effective practice, making inclusive practice standard in early years, funding training for early years SENCOs, delivering the NPQ for SENCOs, and strengthening Initial Teacher Training and the Early Career Framework.
Department for Education
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12 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Publish statutory requirements for minimum resources and expertise for SEN support
The Department should publish statutory requirements mandating the minimum resources, specialist expertise, and equipment that every educational setting must have access to as a part of their offer of SEN support and in order to deliver an inclusive education. This … Read more
Government Response
The government's response details initiatives to improve inclusivity and expertise through RISE advisors, SENCO training, and strengthening teacher training, but it does not commit to publishing statutory requirements mandating minimum resources, specialist expertise, and equipment for educational settings as requested.
Department for Education
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13 Conclusion Accepted
5th Report - Solving the SEND Cris…
Unsustainable EHC plan levels highlight insufficient early support and parental distrust
Current levels of EHC plans are unsustainable; however, the solution to this cannot be to remove the statutory entitlements from a system which lacks accountability in many other areas and in which parents already have so little trust and confidence. … Read more
Government Response
The government acknowledges the importance of early intervention, noting it is central to the early years agenda and the Best Start in Life strategy. It outlines ongoing actions to make inclusive practice standard, increase funding for providers, fund Best Start Family hubs, and provide early language interventions, all aimed at supporting children earlier to potentially reduce the need for EHC plans.
Department for Education
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14 Conclusion Accepted
5th Report - Solving the SEND Cris…
Provide SEND support as soon as need is identified, not reliant on EHC plans
Support should be provided as soon as a need is identified, rather than only once an EHC plan is in place. This would bring England in line with good practice found internationally, for example in in Ontario, Canada, where entitlement … Read more
Government Response
The government states it is already making changes to improve early support for children with SEND through initiatives like embedding inclusive practice, increasing funding, funding family hubs, and early language interventions. They will continue to ensure access to proven programmes.
Department for Education
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15 Conclusion Deferred
5th Report - Solving the SEND Cris…
Strengthen local authorities' ability to deliver EHC plans by compelling other services
Where EHC plans are issued, they carry a statutory duty which must be delivered in full. To make this a reality, the Department for Education should strengthen the ability of local authorities to meet these obligations by ensuring that the … Read more
Government Response
The government acknowledges the importance of accountability and will work with the Ombudsman and Tribunal to define their roles in a reformed SEND system. They also commit to giving full consideration to the Committee's recommendations on strengthening local authority powers and cross-departmental coordination.
Department for Education
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16 Conclusion Accepted
5th Report - Solving the SEND Cris…
Meaningful parental involvement is crucial for successful SEND system outcomes and trust
Parents and carers of children and young people with SEND often feel excluded from the processes that affect their children’s education and support. However, meaningful and collaborative parental involvement is essential to the success of the SEND system. When parents … Read more
Government Response
The government shares the view on the importance of parental involvement and outlines plans for extensive engagement through a Ministerial development group, regional and online sessions, and ministerial roundtables. This engagement will inform future reforms and will be followed by a formal consultation after a White Paper publication.
Department for Education
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17 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Ensure active parental involvement in all SEND processes with independent advocacy and resources
Parents and carers must be actively and meaningfully involved in all processes that affect their child’s education, support, and overall wellbeing. This includes being fully informed and invited to participate in all relevant meetings where decisions about their child’s needs … Read more
Government Response
The government acknowledges the importance of parental involvement and outlines engagement activities with stakeholders to shape reform proposals, followed by a formal consultation. However, it does not commit to providing independent advocacy, dedicated resourcing for local authorities, or a New Burdens Assessment as specifically recommended.
Department for Education
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18 Conclusion Accepted
5th Report - Solving the SEND Cris…
Families of children with SEND lack trust in the system due to poor communication
Children and young people with SEND, and their families, have little trust and confidence in the SEND system, often shaped by adverse experiences. Inadequate communication and engagement from the Department with parents and carers and their organisations about future reforms, … Read more
Government Response
The government acknowledges the need for partnership and outlines specific engagement activities, including a Ministerial development group, regional and online sessions, and ministerial roundtables, to rebuild trust and inform future reforms, followed by a formal consultation.
Department for Education
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19 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Implement SEND reforms gradually through phased pilots with full parental engagement and communication
To avoid causing undue alarm and to help rebuild confidence and trust in the system, parents and carers must be fully engaged and any reforms must be implemented gradually and in a carefully phased manner. New approaches should first be … Read more
Government Response
The government acknowledges the need for partnership and engagement to shape reform proposals, outlining specific activities and a formal consultation. However, the response does not commit to piloting new approaches via a pathfinder model or to implementing reforms gradually and in a phased manner as recommended.
Department for Education
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20 Conclusion Accepted
5th Report - Solving the SEND Cris…
New Ofsted framework presents opportunity to enhance school inclusion
We have heard that accountability pressures relating to narrower measures of attainment and behaviour may incentivise schools and multi-academy trusts to adopt non-inclusive practices in order to meet narrow performance metrics. The introduction of the new Ofsted inspection framework presents … Read more
Government Response
The government states that Ofsted's new inspection framework, effective since November, includes an explicit focus on inclusion. It also highlights the new SEND inspection framework launched in January 2023, which aims to improve outcomes for children with SEND and refine the framework.
Department for Education
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21 Conclusion Accepted
5th Report - Solving the SEND Cris…
Engage with Ofsted to strengthen inclusion criteria for SEND pupils within new inspection framework
The Department must urgently engage with Ofsted to ensure that the inclusion criterion within the new inspection framework is robust, measurable, and reflective of the experiences of all pupils, particularly, those with SEND. This should include incorporating metrics such as … Read more
Government Response
The government confirms Ofsted's new framework, effective since November, explicitly focuses on inclusion and that a new SEND inspection framework was launched in January 2023. The Department continues to work with Ofsted/CQC to refine the framework in line with wider SEND reforms, indicating ongoing engagement to ensure robustness.
Department for Education
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22 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Introduce mandatory, comprehensive SEND training for all Ofsted inspectors
The Department for Education should introduce mandatory, comprehensive SEND training for all Ofsted inspectors. The success of the new framework depends on inspectors having a deep understanding of SEND, including how to identify, assess, and evaluate inclusive practice. Without this … Read more
Government Response
The government stated Ofsted's new framework focuses on inclusion and highlighted the new SEND inspection framework launched in 2023, with ongoing work to refine it, but did not address the recommendation for mandatory SEND training for all inspectors.
Department for Education
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23 Conclusion Accepted
5th Report - Solving the SEND Cris…
Engage parents of SEND children during area inspections on local inclusive practices
Area SEND inspections should engage with parents across the locality to gather the perspective of parents of children with SEND on the admissions policies and inclusive practices of local authorities, schools and multi- academy trusts in the area. (Recommendation, Paragraph … Read more
Government Response
The government notes that a new SEND inspection framework launched in January 2023. A recent review identified a need for greater family involvement, and the Department is continuing to work with Ofsted/CQC to refine the framework, implying that parental engagement will be strengthened.
Department for Education
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24 Conclusion Accepted
5th Report - Solving the SEND Cris…
Insufficient accountability for inconsistent SEND support and EHC plan delivery
We have heard about significant variability in the provision of SEN support and inconsistencies in the implementation of EHC plans across education settings. The limitations of the Local Government Ombudsman’s powers mean there is insufficient accountability for the delivery of … Read more
Government Response
The government acknowledges the issues raised regarding accountability and states they will work closely with the Local Government and Social Care Ombudsman and the Tribunal to determine their roles within a reformed SEND system.
Department for Education
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25 Recommendation Deferred
5th Report - Solving the SEND Cris…
Extend Local Government Ombudsman powers to cover SEND complaints in education settings
The Government must extend the powers of the Local Government Ombudsman to cover complaints about the delivery of EHC plans, SEN support and other appropriate inclusive education for children with SEND in schools, multi-academy trusts and other education settings. This … Read more
Government Response
The government will work closely with the Ombudsman and Tribunal to determine their roles in a reformed SEND system, but does not commit to extending the Ombudsman's powers as recommended.
Department for Education
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26 Recommendation Acknowledged
5th Report - Solving the SEND Cris…
Mandate SEND expertise within school and multi-academy trust governance structures
To ensure accountability for inclusive practice, SEND expertise should be embedded within schools and multi-academy trust (MAT) governance structures, for example, by making it mandatory to appoint governors or trustees with specific responsibility for and relevant expertise (including lived experience) … Read more
Government Response
The government is committed to improving inclusivity and expertise in mainstream schools, and created an Expert Advisory Group for Inclusion and a team of expert Regional Improvement for Standards and Excellence (RISE) advisors to work with schools.
Department for Education
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27 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
High SEND Tribunal loss rate indicates widespread local authority non-compliance
Tribunals are an important feature of the accountability system, allowing families to challenge local authorities’ decisions regarding their children’s support; however, they should only need to be used as a last resort. We are deeply concerned by the number of … Read more
Government Response
The government acknowledges that the SEND system does not work for too many families, agrees with prioritising partnership working, and highlights the new SEND inspection framework launched in January 2023 to improve outcomes and local authority accountability.
Department for Education
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28 Recommendation Accepted
5th Report - Solving the SEND Cris…
Mandate systematic monitoring of SEND Tribunal outcomes and support for failing local authorities
The SEND Tribunal must remain as a backstop of the accountability process. The Department for Education and Department of Health and Social Care must systematically monitor SEND Tribunal outcomes and identify local authorities that repeatedly fail to comply with their … Read more
Government Response
The government acknowledges the SEND Tribunal's role as a backstop and refers to the new SEND inspection framework, launched in January 2023, as its approach to monitoring local area performance and taking action for non-compliance, rather than committing to new systematic monitoring or data framework mandates.
Department for Education
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29 Conclusion Accepted
5th Report - Solving the SEND Cris…
Incorporate SEND Tribunal outcomes into area inspections to lower ratings for non-compliance
The outcomes of SEND Tribunal cases must be factored into area SEND inspections, with clear scrutiny of how repeated non-compliance reflects the quality and effectiveness of local provision. Where local authorities fail to uphold their statutory duties, this should directly … Read more
Government Response
The government highlights the new SEND inspection framework (launched Jan 2023) for improving accountability and outcomes, noting DfE can act when local areas fail duties, and states DfE continues to refine the framework in line with wider SEND reforms, without explicitly confirming that tribunal outcomes will directly lower inspection ratings.
Department for Education
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30 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Strengthen accountability frameworks for health partners to ensure full integration into the SEND system.
The limited engagement of health services in the SEND system stems from a lack of robust and enforceable accountability mechanisms. Despite being a critical enabler of positive educational outcomes for children with SEND, health services are not held to the … Read more
Government Response
The government acknowledges the importance of health and social care engagement and states it will give full consideration to the committee's recommendations for strengthening accountability frameworks, while also noting ongoing work to improve access to community health services and early interventions.
Department for Education
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31 Recommendation Acknowledged
5th Report - Solving the SEND Cris…
Mandate training for health commissioners on good practice in meeting children's SEND needs.
There must be mandatory training for health commissioners on good practice in meeting the needs of children with SEND. (Recommendation, Paragraph 158)
Government Response
The government is considering how to improve professional development for all teachers, including those teaching pupils with SEND, but commits to no specific action on mandatory training for health commissioners.
Department for Education
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32 Conclusion Deferred
5th Report - Solving the SEND Cris…
Extend SEND Tribunal powers to issue binding recommendations on health services with clear consequences.
The powers of the SEND Tribunal should be extended to allow it to issue binding recommendations to health services, not just education providers. This would ensure that when a failure to deliver a health provision specified in an EHC plan … Read more
Government Response
The government notes that SEND Tribunal decisions for health services are currently non-binding but usually followed, and states it will give full consideration to extending the Tribunal's powers to issue binding recommendations to health services.
Department for Education
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33 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Improve cross-departmental coordination and strengthen accountability for SEND health services at ICB level.
The Department for Education must significantly improve cross- departmental coordination with the Department of Health and Social Care and NHS England to establish clear, consistent accountability for SEND at the ICB level. Current arrangements are fragmented and lack clarity. Strengthening … Read more
Government Response
The government highlights ongoing close work with DHSC and NHS England to improve access to community health services and early interventions, and refers to the new SEND inspection framework (launched Jan 2023) as a mechanism to improve accountability and outcomes at the LA and ICB level, but does not commit to specific coordination improvements or strengthening the SRO role.
Department for Education
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34 Conclusion Accepted
5th Report - Solving the SEND Cris…
ELSEC and NELI initiatives require sustained commitment and resources to avoid temporary gains.
ELSEC and NELI are positive initiatives, but far more must be done to sustain and build on the progress they are achieving. Without ongoing commitment and resources, any gains risk being temporary and insufficient to address long-term needs. (Conclusion, Paragraph … Read more
Government Response
The government commits to continuing fully funded access to the NELI programme until AY 2028/29, funding specialist early language leads, and ensuring education and healthcare providers collaborate on evidence-based early interventions, indicating ongoing commitment and resources.
Department for Education
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35 Recommendation Accepted in Part
5th Report - Solving the SEND Cris…
Implement national rollout of ELSEC and NELI with comprehensive, long-term funding and resources.
A national rollout of ELSEC and NELI is essential and should be accompanied by comprehensive, long-term funding and resources to meet the scale of children’s speech and language needs. In addition, the Government should undertake further work to understand where … Read more
Government Response
The government commits to continuing fully funded access to the NELI programme until AY 2028/29 and funding specialist early language leads. However, an independent evaluation of the ELSEC programme is underway to inform future decisions, and the recommendation for further work on resource balance between early years and reception was not addressed.
Department for Education
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36 Conclusion Accepted
5th Report - Solving the SEND Cris…
Inconsistency in SENIF and Disability Access Fund eligibility criteria undermines equitable early years SEND access.
There is a clear need to improve the consistency and effectiveness of the SENIF across early years provision. At present, practice varies significantly between local authorities, with differences in how funding is managed and allocated. This means there is inconsistency … Read more
Government Response
The government commits to increasing funding for providers to support children with SEND and making improvements to how funding is allocated as part of wider SEND reforms, aiming to improve inclusion and early intervention.
Department for Education
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37 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Establish national inclusivity requirements for early years settings and reform Disability Access Fund eligibility criteria.
To address inconsistency in the delivery of early years provision and the Special Educational Needs Inclusion Fund (SENIF), the Department for Education must establish a set of national inclusivity requirements for early years settings. These requirements should be backed by … Read more
Government Response
The government acknowledges the importance of early years SEND support and states it is working to embed inclusive practice and increase funding through existing strategies, but does not commit to establishing new national inclusivity requirements or reforming the Disability Access Fund.
Department for Education
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38 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Family Hubs offer SEND identification opportunities but lack sufficient awareness and early screening.
Best Start Family Hubs and the expansion of childcare provision present a valuable opportunity to engage with families earlier and identify SEND needs at the earliest possible stage. We welcome the announcement that every Best Start Family Hub will have … Read more
Government Response
The government acknowledges the importance of early identification and SEND awareness, detailing its ongoing 'Best Start in Life' strategy, including funding Best Start Family Hubs with trained professionals and continuing funding for early language interventions like the NELI program until AY 2028/29.
Department for Education
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39 Conclusion Accepted
5th Report - Solving the SEND Cris…
Ensure Best Start Family Hubs incorporate routine SEND screening and allocate dedicated funding for staff training.
The Department for Education must ensure that Best Start Family Hubs incorporate routine SEND screening and awareness as a core part of their early years services, supported by targeted training for staff and childcare providers to enhance early identification and … Read more
Government Response
The government highlights its existing 'Best Start in Life' strategy, which includes funding Family Hubs with trained professionals, early language interventions, and ongoing funding for SENCO training, but does not commit to introducing routine SEND screening or a new dedicated, ring-fenced funding stream for SEND-related training within Family Hub budgets.
Department for Education
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40 Conclusion Accepted
5th Report - Solving the SEND Cris…
Embed commitment for Best Start Family Hubs to include dedicated SENCOs, EPs, and SLTs.
The commitment for every Best Start Family Hub to have a dedicated SENCO should be embedded within the SEND workforce strategy and extend to educational psychologists and speech and language therapists. (Recommendation, Paragraph 176)
Government Response
The government accepts the recommendation by detailing significant investment of over £31 million to train 600 more educational psychologists by 2025, and states it is working with DHSC and NHS England to improve access to speech and language therapy, affirming support for these roles within Family Hubs.
Department for Education
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41 Recommendation Accepted
5th Report - Solving the SEND Cris…
Introduce new inclusivity requirements for all early years settings linked to funding.
There is a need to increase access to CPD and ensure that staff from all agencies in every early years setting has the expertise to undertake the effective early identification of SEND needs. Through the Best Start in Life strategy … Read more
Government Response
The government details its existing 'Best Start in Life' strategy, including ongoing training for early years SENCOs, and significant investment in training additional educational psychologists, along with work to improve access to speech and language therapy, but does not commit to introducing a new set of national inclusivity requirements for all early years settings.
Department for Education
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42 Conclusion Rejected
5th Report - Solving the SEND Cris…
Reform post-16 funding condition for mandatory GCSE English and maths resits.
The post-16 condition of funding, whereby students who have not achieved a grade 4 or above in GCSE English and maths are effectively repeatedly required to take GCSE resits in those subjects as part of their programme of study, must … Read more
Government Response
The government rejects the need to reform the post-16 English and maths resit policy, stating that students must continue to be supported under the condition of funding, and will strengthen this requirement for 2025/26 by setting minimum teaching hours and reducing the provider opt-out tolerance.
Department for Education
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43 Recommendation Accepted in Part
5th Report - Solving the SEND Cris…
Introduce a three-route model for post-16 English and maths GCSE achievement.
The Government must introduce a three-route model for those who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen post-16 qualification/employment pathway: • Students who, based on … Read more
Government Response
The government commits to a package of reforms to break the cycle of unnecessary resits, including offering new Level 1 stepping stone qualifications and changes to the accountability framework, but does not adopt the specific three-route model proposed by the committee, stating a consultation will be published in early 2026 for further details.
Department for Education
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44 Conclusion Accepted
5th Report - Solving the SEND Cris…
Further education provision for post-16 SEND learners lacks adequate policy focus and funding.
Greater policy focus is required on further education provision for young people with SEND. At present, both FE and SEND policy frameworks give limited consideration to the specific needs of learners post-16, and funding arrangements often fail to provide adequate … Read more
Government Response
The government acknowledges the need for greater policy focus on post-16 SEND provision, stating its recently published Post-16 Education and Skills White Paper commits to improving support for students with SEND, including investment in specialist advice and expanded mental health services in colleges, and supporting colleges to embed SEND provision.
Department for Education
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45 Conclusion Rejected
5th Report - Solving the SEND Cris…
Introduce dedicated ring-fenced funding stream for post-16 SEN support in further education.
The Department for Education should introduce a dedicated and ring- fenced funding stream for SEN support beyond the age of 16. This would enable further education providers to recruit and retain specialist staff, provide tailored learning resources, and make the … Read more
Government Response
The government rejects the recommendation for a dedicated and ring-fenced funding stream for post-16 SEN support, instead highlighting existing overall increases in unringfenced schools and high needs funding, and the unringfenced nature of high needs capital funding for local authorities.
Department for Education
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46 Recommendation Accepted
5th Report - Solving the SEND Cris…
Ensure stronger Ofsted focus on inclusivity and outcomes for post-16 SEND learners.
When Ofsted considers the accountability of post-16 education settings, it should ensure a stronger focus on inclusivity and outcomes for young people with SEND. (Recommendation, Paragraph 191)
Government Response
Ofsted has set out an explicit focus on inclusion in their new framework, gathering evidence on factors from school culture to assessment of need which came into effect on 10 November.
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47 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Inadequate statutory home-to-school transport for 16-19 year olds with SEND hinders education access.
We know that some young people in some areas will have a long-term need for home to school transport due to extremely limited public transport options in their local area or their individual needs. We are concerned about the impact … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
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48 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Mandate local authorities to provide travel training for 16-19 year olds with SEND.
The Department should review home to school transport and identify costs across regions. Additionally, the Department must mandate that all local authorities provide travel training programmes for young people with SEND in this age group to promote independence and safe … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the specifics of reviewing or mandating home to school transport.
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49 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Initial Teacher Training and Early Career Framework inadequately prepare teachers for SEND support.
While the Department’s update to the Initial Teacher Training and Early Career Framework is a positive move, it needs to go further to adequately prepare teachers to support pupils with SEND. SEND is still not fully integrated across all training … Read more
Government Response
The government acknowledges the need for teachers to be better prepared for SEND, stating that the updated Initial Teacher Training and Early Career Framework (ITTECF) introduced in September 2025 includes enhanced statements on adaptive teaching and SEND, and commits to a full review of the ECTE and its approach to SEND support for Early Career Teachers in 2027.
Department for Education
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50 Conclusion Deferred
5th Report - Solving the SEND Cris…
Implement continuous review for ITT and ECF, increase placements, and mandate specialist setting experience.
The Department for Education must implement a continuous review and update cycle for the ITT and ECF to keep training relevant and effective. It must urgently increase the number of ITT placements and explore the viability of mandating every teacher … Read more
Government Response
The government defers the implementation of a continuous review cycle for ITT and ECF to a full review in 2027, and does not address the urgent increase in ITT placements or exploring mandatory specialist placements.
Department for Education
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51 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Provide comprehensive training within ITT and clear guidance for inclusive education practices.
The Department should provide comprehensive training within ITT and clear guidance for schools, multi-academy trusts and education staff on delivering inclusive education practice. This will ensure that all settings understand their legal obligations and are equipped to make the necessary … Read more
Government Response
The government has introduced the Early Career Teacher Entitlement (ECTE) and the Initial Teacher Training and Early Career Framework (ITTECF) with enhanced SEND statements, and committed to providing targeted support for ECTs in special schools, partially addressing the need for training. A full review of the ECTE/ITTECF is planned for 2027.
Department for Education
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52 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
Mandatory SEND-specific continuing professional development for educators remains absent.
It is deeply concerning that SEND-specific continuing professional development (CPD) is not mandatory. The education workforce must be consistently equipped with up-to-date, evidence-based knowledge through ongoing CPD to ensure an inclusive mainstream with high-quality support for children and young people … Read more
Government Response
The government's response focuses on early career teacher frameworks and a future review, failing to address the committee's specific concern about SEND-specific continuing professional development (CPD) not being mandatory for the broader education workforce.
Department for Education
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53 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Universal SEND professional development improves outcomes for all pupils and teacher resilience.
Continuous professional development in SEND should not be viewed solely as a support mechanism for specialist SEND educators. When all teachers are trained to understand and respond to the needs of pupils with SEND, the entire workforce becomes more inclusive, … Read more
Government Response
The government acknowledges the importance of improving professional development for "all teachers" and highlights the ITTECF's enhanced SEND statements, aligning with the principle that all teachers need SEND training, but does not commit to making CPD continuous or mandatory for all beyond the early career stage.
Department for Education
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54 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
Mandate SEND continuing professional development for all educators via qualification or module incorporation.
SEND CPD should be made mandatory to ensure that all educators are equipped to meet the diverse needs of children and young people with SEND. This could be achieved through a nationally recognised supplementary qualification in SEND that all existing … Read more
Government Response
The government's response outlines updates to early career training frameworks and future reviews but does not commit to making SEND-specific continuing professional development (CPD) mandatory for all educators as recommended.
Department for Education
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55 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
SENCOs face significant challenges despite new National Professional Qualification for their role.
We welcome the introduction of the new National Professional Qualification (NPQ) for SENCOs as a positive step towards enhancing the leadership and expertise of SEND provision in schools and multi-academy trusts. However, further action is urgently needed. The scale of … Read more
Government Response
The government's response highlights the mandatory NPQ for SENCOs and a review of its content and delivery in 2025, but does not address the urgent challenges of excessive SENCO workloads, insufficient time, or lack of support.
Department for Education
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56 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Strong senior leadership on SEND is crucial for effective inclusion across schools.
Strong leadership on SEND is essential to delivering effective and inclusive education. Often the bulk of responsibility for SEND inclusion falls to a single SENCO and this should not be the case. Evidence shows that when senior leadership prioritises inclusion, … Read more
Government Response
The government's response mentions the mandatory NPQ for SENCOs and a review of NPQ frameworks in 2025 to strengthen inclusive leadership practices, which aligns with the conclusion's emphasis on strong, strategic SEND leadership.
Department for Education
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57 Recommendation Accepted
5th Report - Solving the SEND Cris…
Mandate at least one Senior Leadership Team member holds SENCO qualifications in all schools.
To strengthen leadership on SEND, the Department should, in the short term, mandate that at least one member of the Senior Leadership Team in every school and every multi-academy trust holds SENCO qualifications. (Recommendation, Paragraph 218)
Government Response
The government states that the NPQ for SENCOs, now mandatory, addresses the recommendation by providing essential knowledge and skills for SENCOs in mainstream schools.
Department for Education
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58 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Publish guidance on appropriate SENCO-to-pupil ratios and develop national strategy for consistent achievement.
The Department should also publish guidance on appropriate SENCO- to-pupil ratios and develop a national strategy to ensure these ratios are achieved consistently across schools and multi-academy trusts. (Recommendation, Paragraph 219)
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the call to publish guidance on SENCO-to-pupil ratios.
Department for Education
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59 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Introduce requirement for all new headteachers to hold a SEND-specific qualification within four years.
Within four years, the Department should introduce a requirement for all new headteachers to hold a SEND-specific qualification. Ensuring that SEND expertise is embedded at the highest levels of school or multi- 167 academy trust leadership will promote strategic oversight, … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the recommendation to require SEND-specific qualifications for new headteachers.
Department for Education
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60 Conclusion Deferred
5th Report - Solving the SEND Cris…
Learning Support Assistants and Teaching Assistants lack adequate SEND-specific training
Learning support assistants and teaching assistants are integral to the effective delivery of SEND support and resourcing their deployment properly can help reduce the need for expensive specialist placements. To sustain and strengthen their contribution, improvements are urgently needed in … Read more
Government Response
The government states that the newly established School Support Staff Negotiating Body (SSSNB) will advise on suitable training and career progression routes for TAs and LSAs, thereby deferring action on these improvements and the concern about SEND-specific training.
Department for Education
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61 Conclusion Deferred
5th Report - Solving the SEND Cris…
Integrate SEND content into teaching assistant training with regular CPD opportunities
SEND content should be an integral part of teaching assistant training, and they should be provided with regular opportunities for CPD and peer support. This could be through incentivised or ring-fenced funding for schools and multi-academy trusts to release teaching … Read more
Government Response
The government defers action on ensuring SEND content in TA training, providing regular CPD, and offering incentivised funding to the new School Support Staff Negotiating Body (SSSNB), which will advise on suitable training routes.
Department for Education
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62 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Issue guidance on TA-to-pupil ratios and develop comprehensive recruitment and retention strategy
The Department should issue guidance on teaching assistant-to-pupil ratios and urgently address the worsening crisis in recruiting and retaining TAs and learning support assistants to ensure these ratios can be met. These professionals are vital to the delivery of inclusive … Read more
Government Response
The government commits to addressing competitive pay increases for TAs and LSAs through the new School Support Staff Negotiating Body (SSSNB), which will also advise on career progression routes. However, it does not address issuing guidance on TA-to-pupil ratios, expanding apprenticeship pathways, or clearer communication on roles.
Department for Education
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63 Conclusion Accepted
5th Report - Solving the SEND Cris…
System risks losing experienced staff, leaving vulnerable pupils without essential support
These measures are essential. Without decisive action, the system will continue to lose experienced staff, leaving vulnerable pupils without the support they need and deserve. (Recommendation, Paragraph 226) 168
Government Response
The government is establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill to negotiate pay, terms, and advise on training and career progression for support staff, aiming to address recruitment and retention challenges.
Department for Education
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64 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
SEND families experience unsatisfactory interactions with local authority staff and EHC plans
Many children with SEND and their families continue to have unsatisfactory experiences when navigating the SEND system, particularly in their interactions with local authority staff. These challenges are often rooted in a failure to work empathetically in partnership with parents … Read more
Government Response
The government acknowledges that the SEND system does not work for too many families and agrees on the importance of local authorities prioritising good partnership working, while also referencing the new SEND inspection framework.
Department for Education
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65 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Improve local authority staff training on SEND law and parent engagement for better relationships
Local authority staff require improved training on child development, SEND law, parent engagement and mediation, alongside changes in practice that strengthen accountability and foster more constructive relationships with parents and carers. This should include meaningful parental involvement at every stage … Read more
Government Response
The government agrees on the importance of local authorities prioritising good partnership working with families, stating it will give full consideration to the committee's recommendations and referencing the new SEND inspection framework.
Department for Education
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66 Conclusion Accepted
5th Report - Solving the SEND Cris…
Shortages of educational psychologists and allied health professionals undermine quality of SEND support
Shortages of educational psychologists and allied health professionals, including speech and language therapists, occupational therapists, and physiotherapists are significantly undermining the availability and quality of SEND support. These workforce gaps delay assessments, restrict access to essential interventions, and place additional … Read more
Government Response
The government is investing over £31 million to train 600 more educational psychologists by 2025, promoting degree apprenticeships for speech and language therapists, and working to improve access and effective deployment of allied health professionals.
Department for Education
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67 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Develop joint SEND workforce plan to address shortages and re-deploy professionals therapeutically
The DfE and DHSC should urgently develop a joint SEND workforce plan to address shortages and build capacity across education, health, and care services. This should include explicit measures to deliver a shift in the deployment of educational psychologists, speech … Read more
Government Response
The government is working with DHSC and NHS England to improve access to health services and ensure more effective deployment of allied health professionals away from bureaucracy. They are investing over £31 million to train 600 more educational psychologists by 2025 and promoting degree apprenticeships for speech and language therapists, but do not explicitly commit to a formal joint SEND workforce plan.
Department for Education
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68 Conclusion Accepted
5th Report - Solving the SEND Cris…
Current funding for SEND inclusion and £6,000 threshold remain significantly inadequate
It is clear that the current levels of funding provided to schools and multi- academy trusts are inadequate to support the effective inclusion of pupils with SEND. The notional £6,000 threshold is insufficient to deliver good SEN support, placing unsustainable … Read more
Government Response
The government highlights a £4.2 billion increase in overall schools and high needs funding by 2028–29, extends the Statutory Override for local authorities until 2027–28, and is providing £740 million high needs capital for 2025–26, with further details on deficit support to follow.
Department for Education
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69 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
Uprate £6,000 SEND funding threshold annually and establish sustainable, equitable funding model
The current £6,000 notional threshold is outdated and inadequate. It must be automatically uprated each year in line with inflation to prevent further erosion of support for pupils with SEND. This is a necessary correction to address years of chronic … Read more
Government Response
The government's response highlights overall funding increases and support for local authorities but does not address the specific recommendations to uprate the £6,000 notional threshold with inflation, ringfence the funding, or set a clear trajectory for a new funding model.
Department for Education
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70 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Inclusive education improves long-term outcomes for SEND children, offering economic benefits.
We have seen and heard evidence that delivering inclusive practice in education improves long term outcomes for children and young people with SEND which has wider benefits to the economy as well as costing less to deliver than expensive specialist … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
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71 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Undertake rigorous cost-benefit analysis of investing in a fully inclusive education system.
The Government should undertake a rigorous cost-benefit analysis to understand the short- and long-term economic benefits of investing in a fully inclusive education system. (Recommendation, Paragraph 254)
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the call for a cost-benefit analysis.
Department for Education
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72 Conclusion Accepted
5th Report - Solving the SEND Cris…
Prioritise strategic funding deployment for early intervention in SEND to improve outcomes.
Funding must be strategically deployed to deliver the best outcomes for children and young people with SEND. This should include prioritised investment in early intervention. Timely and targeted support is essential 170 and can prevent some needs such as speech … Read more
Government Response
The government is prioritising early intervention through its Best Start in Life strategy, increasing funding for early years providers, extending funding for the Nuffield Early Language Intervention until 2028/29, and funding specialist early language leads.
Department for Education
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73 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Refocus High Needs Block funding towards early intervention and identification in mainstream settings.
The High Needs Block should be refocused to enable and incentivise earlier intervention. Currently, a significant proportion of this funding is directed towards supporting high-cost, specialist provision once needs have escalated. While such provision is vital for some, a more … Read more
Government Response
The government details specific investments in early intervention programs and strategies, including funding for early language leads and extending proven programs, but does not explicitly commit to refocusing or redirecting High Needs Block funding as recommended.
Department for Education
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74 Recommendation Acknowledged
5th Report - Solving the SEND Cris…
Ensure National Funding Formula provides fair, sufficient SEND funding reflecting regional need.
The National Funding Formula must ensure that funding for SEND is both fair and sufficient to meet the needs of children and young people across the country. While some geographical variation is to be expected, this should reflect the prevalence … Read more
Government Response
The government outlined an increase of £4.2 billion in schools and high needs funding, committed to supporting local authorities with SEND deficits until 2027–28, and allocated £740 million for high needs capital, stating these measures will help improve SEND outcomes.
Department for Education
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75 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Undertake comprehensive review of National Funding Formula to ensure fair, needs-based allocation.
A comprehensive review of the National Funding Formula is urgently needed to ensure funding is allocated fairly and reflects the real level of need across the country. The current formula fails to address historic underfunding, ignores rising inflation, does not … Read more
Government Response
The government highlighted an increase of £4.2 billion in schools and high needs funding, committed to supporting local authorities with SEND deficits, and allocated £740 million for high needs capital, but did not commit to a comprehensive review of the National Funding Formula.
Department for Education
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76 Conclusion Deferred
5th Report - Solving the SEND Cris…
Permanent solution for local authority SEND funding requires coordinated cross-departmental action.
The extension of the statutory override until 2027/28 is a welcome step, but it remains a temporary measure in response to the ongoing financial instability facing local authorities across England. Reducing deficits is essential to achieving long-term financial sustainability however, … Read more
Government Response
The government acknowledges the need to support local authorities in managing SEND system deficits and reiterates the extension of the Statutory Override until 2027–28, stating that further details on plans for historic deficits will be set out in the upcoming Local Government Finance Settlement.
Department for Education
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77 Conclusion Accepted
5th Report - Solving the SEND Cris…
Engage with local government to develop fair approach for partially writing-off SEND deficits.
We believe that a reset of local authority finances through a partial write- off of SEND-related deficits could provide a necessary step towards long- term stability. However, this must be approached with care, recognising the progress made by some local … Read more
Government Response
The government will work with local authorities to manage SEND system deficits and will extend the Statutory Override until 2027-28. Further details on supporting local authorities with historic and accruing deficits will be provided through the upcoming Local Government Finance Settlement.
Department for Education
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78 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
SEND not a shared priority across government departments, burdening the education system.
The current failure to embed Special Educational Needs and Disabilities (SEND) as a shared priority across government departments is not just a policy oversight, it is a profound injustice to some of the most vulnerable children in our society. It … Read more
Government Response
The government acknowledges the need for shared working across education, health, and care services, describing ongoing collaboration to improve access to community health services and ensure allied health professionals are effectively deployed. They also mention a new SEND inspection framework and state they will give full consideration to the Committee's recommendations.
Department for Education
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79 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Identify SEND as health system priority, strengthening ICB accountability and senior officer visibility.
SEND should be identified as a priority across the health system and ongoing NHS restructuring must be used as an opportunity to strengthen the role and accountability of health services in supporting children and young people with SEND. This includes … Read more
Government Response
The government acknowledges the importance of partnership between education, health, and care services and describes ongoing collaboration to improve access to community health services. They mention a new SEND inspection framework covering LAs and ICBs, but do not commit to specifically increasing the seniority or visibility of Senior Responsible Officers for SEND within ICBs, stating they will give full consideration to the Committee's recommendations.
Department for Education
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80 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Utilise NICE expertise to produce new evidence-led SEND guidelines and intervention pathways.
Bringing education and health more closely together should be supported by an evidence led approach, drawing on the role of NICE (National Institute for Health and Care Excellence) to produce new SEND guidelines and intervention pathways. (Recommendation, Paragraph 277) Read more
Government Response
The government agrees that reforms should be evidence-based and refers to the 10-Year Health Plan and an independent evaluation of the Early Language Support for Every Child programme to inform future decisions. However, they do not commit to specifically drawing on NICE to produce new SEND guidelines and intervention pathways.
Department for Education
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81 Conclusion Not Addressed
5th Report - Solving the SEND Cris…
Require health sector financial investment and robust partnership arrangements by autumn 2026.
Crucially, this must be backed by appropriate financial investment from the health sector to meet statutory duties, provide timely access to therapies and assessments, and contribute equitably to joint commissioning arrangements. All areas should have a robust and fully operational … Read more
Government Response
The government states it is working with DHSC and NHS England to improve access to community health services and ensure allied health professionals are effectively deployed. However, the response does not address the recommendation for appropriate financial investment from the health sector or the establishment of robust, fully operational partnership arrangements by autumn 2026, stating only that full consideration will be given to the recommendations.
Department for Education
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82 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Guidance on delegating healthcare responsibilities within schools remains weak and unclear.
Guidance on the delegation of healthcare responsibilities within schools and multi-academy trusts remains weak. There is insufficient clarity on how and when healthcare tasks can be appropriately and safely assigned to school or multi-academy trust staff, what training and safeguards … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
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83 Recommendation Not Addressed
5th Report - Solving the SEND Cris…
Publish joint statutory guidance on safe delegation of healthcare responsibilities in schools and trusts.
The Department for Education and the Department of Health and Social Care should issue joint statutory guidance clarifying how and when healthcare responsibilities can safely be delegated in schools and multi- academy trusts. This should be produced in collaboration with … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education, but does not address the need for joint statutory guidance.
Department for Education
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84 Recommendation Accepted
5th Report - Solving the SEND Cris…
Appoint a dedicated national SEND lead within DHSC to drive health system accountability.
The Department of Health and Social Care must urgently appoint a dedicated national SEND lead to drive accountability and coordination across the health system. This role must be empowered and mandated to provide coherent strategic leadership on the delivery of … Read more
Government Response
The Department is working to improve access to community health services for children with SEND and ensure allied health professionals are more effectively deployed, but does not directly address the need for a national SEND lead.
Department for Education
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85 Recommendation Deferred
5th Report - Solving the SEND Cris…
Place a clear statutory duty on health services for full participation in SEND provision.
The Government should place a clear statutory duty on health services, including ICBs and NHS providers, to ensure their full and accountable participation in the planning, commissioning, and delivery of SEND provision. This duty must align with the Children and … Read more
Government Response
The government acknowledges the essential role of ongoing health and social care engagement and notes the non-binding nature of SEND Tribunal decisions for health bodies. They do not commit to placing a clear statutory duty on health services but state they will give full consideration to the Committee’s recommendations.
Department for Education
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86 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Set out a detailed implementation plan and mandatory standards for expanded SEND resource bases.
If the Department for Education expands the use of resource bases to increase specialist provision within mainstream schools and multi- academy trusts, it must set out a detailed implementation plan. This plan should clearly specify how resource bases should be … Read more
Government Response
The government notes that many mainstream settings already provide specialist provision through SEN units and resourced provision and states they would like to explore how to make these practices more widespread. However, they do not commit to setting out a detailed implementation plan with specified staffing and mandatory standards for resource bases.
Department for Education
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87 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Current high needs capital funding is too short-term for sustainable SEND provision planning.
The allocation of £740 million in high needs capital funding for 2025–26 is a welcome investment and reflects a growing recognition of the urgent need to expand and improve SEND provision. However, this funding should be seen as a starting … Read more
Government Response
The government acknowledges the important role of the £740 million high needs capital funding for 2025–26 as a core investment. They state they will provide more detail on their approach across the spending review period in due course, without explicitly committing to longer-term, multi-year funding settlements.
Department for Education
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88 Conclusion Deferred
5th Report - Solving the SEND Cris…
Develop and implement a comprehensive capital investment strategy for sustainable SEND provision.
The Department for Education should develop and implement a comprehensive capital investment strategy for SEND. This strategy should provide clarity over future funding streams, enable better forecasting and planning, and support the development of high-quality, fit-for- purpose settings across both … Read more
Government Response
The government acknowledges the important role of capital funding and the £740 million for 2025–26. However, they do not commit to developing and implementing a comprehensive capital investment strategy for SEND, stating only that more detail on their approach across the spending review period will be set out in due course.
Department for Education
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89 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Proposed Bill reforms empowering local authorities represent a positive step for SEND provision.
We welcome the Children’s Wellbeing and Schools Bill, particularly the proposed reforms that give local authorities a greater role in key decision- making areas such as the establishment of new schools, oversight of admissions, and the placement of pupils. These … Read more
Government Response
The government acknowledges the report and highlights its commitment to reforming the SEND system to deliver excellent, inclusive education.
Department for Education
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90 Conclusion Accepted in Part
5th Report - Solving the SEND Cris…
Expand specialist SEND provision by shifting funding to high-quality state schools and mainstream bases.
The Department for Education should expand specialist SEND provision by investing in high-quality specialist state schools and mainstream resource bases and other mainstream provision. This should be achieved through shifting funding from some independent specialist school provision to better value … Read more
Government Response
The government acknowledges the vital role of special schools and specialist post-16 provision, and states a commitment to improving support across the system. They also express a desire to explore how to make widespread the practices of mainstream settings delivering specialist provision through SEN units and resource bases, but do not commit to shifting funding from independent specialist school provision as a means to achieve this expansion.
Department for Education
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91 Conclusion Deferred
5th Report - Solving the SEND Cris…
Designate highest-performing state specialist schools as Centres of Excellence for SEND expertise development.
As part of the expansion of specialist SEND, the highest-performing state specialist schools should be designated as Centres of Excellence. These schools would play a leading role in supporting the development of expertise across other schools, local authorities or multi-academy … Read more
Government Response
The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education
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92 Recommendation Deferred
5th Report - Solving the SEND Cris…
Review local authority powers to fulfil SEND obligations, addressing mismatches from past reforms.
The Government should continue to review whether local authorities have the necessary powers to fulfil their legal obligations to children and young people with SEND in order to address the mismatch between powers and responsibilities which has arisen as a … Read more
Government Response
The government states it appreciates the committee's consideration and will respond to their recommendations concerning improving local authority accountability, including matters related to the SEND tribunal.
Department for Education
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93 Recommendation Deferred
5th Report - Solving the SEND Cris…
Monitor and report annually on SEND pupil numbers across all school types.
As it seeks to expand the capacity of specialist state schools and deliver inclusive mainstream schools, the Government should monitor and report on an annual basis on the number of pupils with SEND in mainstream schools, in specialist independent schools … Read more
Government Response
The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education
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94 Conclusion Acknowledged
5th Report - Solving the SEND Cris…
Mainstream and specialist SEND data remains limited and inconsistent for planning.
The data currently collected and available to the DfE on both mainstream and specialist SEND need is limited and inconsistent. Comprehensive data at the local, regional and national level is essential to assessing the sufficiency of capacity and determining funding … Read more
Government Response
The government thanks the committee for its recommendations, stating it will carefully consider them while engaging with stakeholders before publishing its SEND system plans in the forthcoming Schools White Paper.
Department for Education
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95 Conclusion Deferred
5th Report - Solving the SEND Cris…
Implement national SEND data strategy requiring standardised reporting from local authorities and schools.
To plan effectively for future capacity and ensure the right support is in place, the Department must take a data driven approach, developing a more robust understanding of need by systematically gathering and analysing relevant, high-quality data. This should include … Read more
Government Response
The government thanks the committee and states it will carefully consider the recommendations while engaging with stakeholders, ahead of publishing its SEND system plans in the Schools White Paper in the new year.
Department for Education
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Government Response AI assessment · 95 of 27 classified
Accepted 26
Accepted in Part 12
Acknowledged 26
Deferred 14
Not Addressed 15
Rejected 2
Total 27 recs + 68 conclusions
Correspondence 17 letters
30 Apr 2026 From committee Letter to Secretary of State on response to SEND consultation dated 30.04.26
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30 Apr 2026 From committee Letter to Minister of State for School Standards on response to SEND consultation dated 28.04.26
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3 Mar 2026 To committee Letter from Secretary of State for Education on Schools White Paper and SEND Consultation, dated 23 February 2026
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6 Jan 2026 Correspondence with the Royal British Legion on Solving the SEND Crisis, dated 8.12.25 and 18.12.25
Parliament page
6 Jan 2026 Correspondence with Minister for School Standards on supporting pupils with medical conditions dated 18.12.25
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9 Dec 2025 To committee Letter from Secretary of State for Education on Solving the SEND crisis, dated 28.11.25
Parliament page
12 Nov 2025 From committee Letter to Secretary of State for Education on Schools White Paper, dated 11.11.25
Parliament page
12 Nov 2025 From committee Letter to Secretary of State for Education on Schools White Paper, dated 11.11.25
Parliament page
11 Nov 2025 From committee Letter to Joanna Parry National Officer Education and Children’s Services, UNISON on Solving the SEND Crisis Report dated 11.11.25
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11 Nov 2025 To committee Letter from Joanna Parry National Officer Education and Children’s Services, UNISON on Solving the SEND Crisis Report dated 10.10.25
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28 Oct 2025 To committee Letter from Chris Coghlan MP Member of Parliament for Dorking and Horley on Solving the SEND Crisis, dated 16.10.2025 and response dated 28.10.2025
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2 Sep 2025 To committee Letter from Joint Unions on Solving the SEND Crisis, dated 28.05.25
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22 Jul 2025 To committee Letter from Association of Educational Psychologists on Funding for training of educational psychologists, dated 07.07.25
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24 Jun 2025 To committee Letter from Adam Sproston HMI, Ofsted and Lucy Harte, Deputy Director, Multi-agency Operations, Care Quality Commission on Joint local area SEND inspections, dated 12.06.25
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24 Jun 2025 To committee Letter from Adam Sproston HMI, Ofsted on Multi-academy trust inspections and Complaints about Schools, dated 16.06.25
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20 May 2025 To committee Letter from Minister for School Standards on SEND White Paper 27.03.25
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11 Mar 2025 To committee Letter from Chair to Catherine McKinnell MP, Minister of State for School Standards, on Government SEND Policy, dated 11 March 202
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