SEND


The new SEND budget: an opportunity for meaningful change? The Labour budget has pledged an additional


£1 billion in funding for SEND schools. DEWI BENNETT, Chief Finance & Operations Officer at Ethos Academy Trust, explores whether this is sufficient to address growing challenges faced by SEND schools.


The past decade has seen growing awareness and improved diagnosis of SEND, but funding has not always kept pace with these developments. Special schools have shown remarkable resilience in adapting to rising demand and meeting the increasingly complex needs of their pupils, despite operating within historically limited funding. Trusts like Ethos Academy have embraced collaboration, sharing best practices with other schools and pooling resources to make sure the budgets are deployed in an efficient and impactful way.


The additional funding needs to address these longstanding issues comprehensively and equitably, and its impact will depend on the funding being effectively allocated and implemented. We need a stable, long- term funding strategy to allow schools to plan and invest in sustainable solutions.


The focus must shift from merely increasing funding to ensuring that it is used effectively. When schools receive the support they need to enhance critical areas such as staffing, facilities, and resources, they thrive – and can make sure all children with SEND continue to benefit from high-quality education and care.


We as a trust are committed to ensuring the government listens to experts like us – schools that know their families intimately and understand the broader social challenges of SEND education – and we stand ready to share our expertise and collaborate to achieve meaningful change. In the meantime, here are some areas in which I’d like to see the funding allocated, to not only enhance educational outcomes, but also improve the wellbeing of children and their families:


• Focusing on early intervention - Early intervention is a cornerstone of Labour’s vision for SEND provision, and for good reason. Research consistently shows that addressing needs early leads to better outcomes for children and reduces long-term strain on schools and services. This funding could provide an opportunity to embed early intervention strategies more deeply into the system.


• Addressing the ‘postcode lottery’ - One persistent issue in SEND education is the variability in provision between regions, often referred to as the ‘postcode lottery’. Differences in local authority funding and priorities mean that the quality of SEND support can vary significantly depending on where a child lives. Some trusts – like Ethos – have taken proactive steps to address these disparities, sharing resources and expertise across schools to ensure no child is left behind.


• Enhancing collaboration - Effective SEND support requires collaboration between education, healthcare, and social care services. This multi-agency approach ensures that every aspect of a child’s needs is addressed holistically. Labour’s funding boost could offer an opportunity to strengthen these partnerships and improve coordination. One potential solution could be the establishment of a centralised body to oversee SEND support, helping to align efforts across different sectors, streamline services, and ensure accountability.


• Meeting demand - Labour’s investment must address both the volume and complexity of the growing demand for SEND education, and expanding the availability of specialist placements will be essential. While inclusion in mainstream schools is an important goal, some children with complex needs require the tailored environment that only a special school can provide. A balanced approach would ensure that every child receives the education and care they deserve at the right time.


• Investing and evolving - To ensure the system remains agile and responsive, it’s crucial to invest in research and innovation. I’d like to see a portion of the new funding dedicated to research and development, ensuring that SEND provision stays ahead of the curve and delivers the best possible outcomes for children.


Labour’s proposed investment in the SEND system carries the promise of meaningful change, but the government must ensure these commitments go beyond temporary fixes to deliver sustainable improvements. The focus must remain firmly on the children and families who depend on these services, and Labour must provide clear plans, transparency, and genuine collaboration to ensure its promises are fulfilled.


To find out more, visit https://www.eat.uk.com/ January 2025


Behaviour and burnout: the need for a supportive workplace


EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for neurodivergent pupils and those with complex needs, discusses the rising incidents of challenging behaviour, its impact on the lives of both pupils and staff, and ways schools can make a change.


Education Support’s recent Teacher Wellbeing Index reported 82% of those surveyed felt “that challenging behaviour by pupils and students had increased…and this negatively affected their mental health and wellbeing”. The results also showed disturbingly high rates of stress, anxiety, depression, and burnout in the education workforce. These shocking statistics go some way to explain the current teaching recruitment and retention crisis.


The rise in challenging behaviour is not solely a child or young person issue. It reflects broader systemic problems, including unmet special educational needs (SEN) and a lack of specialist resources. Funding cuts and inadequate support services, leave schools to manage pupils’ increasingly complex behavioural and emotional needs, without the tools or expertise to address them effectively.


The situation is exacerbated by ever-increasing societal pressures including the continuing but now rarely discussed post- pandemic recovery, and the economic hardships caused by the cost of living crisis.


Schools are under immense strain, yet they lack clear guidance on what responsibilities should fall within their remit. The significant shift in pupil behaviour and an escalation in children’s mental health challenges further intensifies teachers’ workloads, taking them beyond their professional expertise and into unsustainable territory.


But what can schools do in the meantime? We can’t wait for the government to address these issues, we need to do something now! Proactive steps must be taken to support staff and help foster resilience within the workforce. A school’s culture plays a significant role in mitigating stress and improving mental wellbeing. Initiatives such as adopting a four-day working week (4DWW), providing mental health first aid training for staff, and managing workloads more effectively, can yield positive results. Campaigns to reduce mental health stigma and provide high-quality support for leaders are also essential in creating a resilient educational environment. Just as pupil wellbeing is a priority in schools, it may be time to formally integrate staff wellbeing into school development plans. This could involve: regularly reviewing workloads to identify and eliminate unnecessary pressures; offering professional development focused on managing challenging behaviour and building resilience; promoting open dialogue about mental health, and encouraging staff to seek help without fear of judgment.


Ultimately, the challenges faced by educators extend beyond the school walls and require collective action. Government support is vital in clarifying school responsibilities, increasing funding for SEN resources, and addressing the broader mental health crisis among children and young people. However, immediate action at the school level through cultural shifts and prioritising staff wellbeing - can make a tangible difference. By creating supportive environments for both staff and students, we can help ensure that teaching remains a sustainable and rewarding profession for the future.


For further information please visit www.outcomesfirstgroup.co.uk


www.education-today.co.uk 25


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