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
12 results
Clear
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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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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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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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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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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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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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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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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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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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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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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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
Parliament page
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
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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
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12 Nov 2025 From committee Letter to Secretary of State for Education on Schools White Paper, dated 11.11.25
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12 Nov 2025 From committee Letter to Secretary of State for Education on Schools White Paper, dated 11.11.25
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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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