WHAT THE EXPERTS SAY....
REFLECTIONS ON THE RECENT DFE REPORT: IS THE POST-16 SECTOR OVERLOOKED?
Comment by ROB CLARKE, Commercial Director – UNIT-e & Library Management Cloud, part of ParentPay Group
W
hile the recent Department for Education report focuses on the correlation between poor mental health and school absenteeism in 13 to 16-year-olds, the post-16 sector is dealing with the same crisis, just without the same level of attention. In sixth forms and further education colleges, the pressures don’t stop. If anything, they intensify.
While the DfE findings rightly highlight the escalating link between poor mental health and school absenteeism in 13 to 16-year-olds, we must consider and address what happens when those same students move on to sixth form or further education. Because the crisis doesn’t stop at 16, and neither should the conversation. Post-16 education providers are increasingly facing similar, if not heightened, challenges as students transition to more independent study and navigate the emotional and academic pressures of A-levels or vocational training. Many are still grappling with unresolved mental health concerns that directly impact attendance, performance, and
ultimately, student retention. Technology can and must play a role in helping institutions intervene earlier and more
effectively. Platforms are already being used across further education settings to connect attendance data, pastoral observations, academic performance, and even anonymous student surveys, giving tutors, parents, and support staff a full picture of a learner’s wellbeing. These insights not only help identify risk patterns early but also enable tailored interventions before a student disengages completely. With funding tied to attendance, institutions have a financial, as well as a moral imperative to act. Yet this age group is frequently overlooked in national strategies. It’s time policymakers recognised the post-16 sector’s vital role in addressing youth mental health, and equip it with the tools and data it needs to succeed.
WHY THE EARLY YEARS SHOULD BE THE FIRST LINE OF DEFENCE IN IDENTIFYING SEN
Comment by KATIE HALL, EYFS Practitioner and Director of Springboard Supplies
T
he Department of Education recently released data to suggest that nearly one in five school pupils in England are now receiving support for special educational needs (SEN), a rise of 5.6% - or an extra 93,700 pupils - compared to last year. These figures are a stark reminder of the rising levels of identified needs in classrooms across the country.
Of course, while it is encouraging that increased numbers of children are now accessing the support they need, we must ask ourselves if we could be doing more to identify certain issues and flag indicators early. Could the barriers children with SEN are facing by the time they reach formal schooling be reduced if identified at an earlier age? As an early years practitioner, I believe that the answer lies in the critical - and all too often overlooked - role that nurseries and preschools play in spotting SEN needs. Early years settings are where the core foundations of a child’s learning journey are laid, and it is here, during those vital first five years, that we are witness to the raw and unfiltered behaviours, interactions and responses which may provide the earliest clues pointing to a child needing additional support. However, our ability to identify these needs depends heavily on the tools, training and resources the practitioners are granted access to, as well as the amount of time needed to observe and support children effectively. All too often, overstretched early years settings are operating without the access to much-needed resources (such as sensory tools, visual aids, and inclusive play materials) that are needed to spot developmental differences in real-time.
Play, in particular, is not just a leisure activity in these settings: it can 26
www.education-today.co.uk July/August 2025
also function as a rudimentary assessment of a child’s needs. Through play, children can reveal to us how they process their emotions, solve problems, communicate with others around them, and interact socially with peers. At Springboard, we’ve seen how popular products like threading sets, textured blocks and emotion cards not only work to support neurotypical development, but also help practitioners gain critical insight about children who may be on different developmental trajectories.
Policymakers need to recognise that adequately resourced early learning settings are not a luxury. When we talk about inclusion, it can’t begin at the school gates - it needs to start earlier. At a time when early years funding is under immense pressure, it’s more important than ever to invest wisely in multi-functional, reusable resources that stretch across learning domains and support all learners. Tools that can evolve with the child’s needs are not just good value: they’re essential if we’re to give every child the best chance to thrive. We call for a more holistic approach that puts early years settings at the heart of our strategy for tackling the SEN support crisis. This is necessary not only when it comes to funding, but also from the perspective of a cultural shift: valuing early years professionals as the first line of defence in identifying and supporting our youngest learners with additional needs.
If we truly believe in inclusion, then we must start by giving early years professionals the resources, recognition and responsibility they deserve.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40
