Teachers Report Overcrowded Classes and Staff Shortages Hinder Send Support
A comprehensive survey conducted by the National Education Union (NEU) has uncovered significant challenges in supporting children with special educational needs and disabilities (Send) in state schools across England. The poll, which involved 10,000 teachers ahead of the union's annual conference in Brighton, highlights that oversized classes and inadequate staffing levels are major barriers to effective inclusion.
Key Findings from the NEU Survey
The survey results paint a stark picture of the current educational landscape. An overwhelming 89% of respondents stated that class sizes are too large to be "properly inclusive," making it difficult to provide individualised attention to Send pupils. Additionally, 83% reported that insufficient numbers of support staff in classrooms create further obstacles to inclusion.
Perhaps most concerning, 69% of teachers identified a lack of access to specialist services as a critical problem. One teacher shared a harrowing example, describing a suicidal pupil stuck on a six-month waiting list just to be seen by a specialist, questioning how such delays can be justified in a system meant to support vulnerable children.
Confidence in Send Referrals and Curriculum Concerns
The survey also revealed low confidence among educators in the referral process for Send assessment, diagnosis, or support. Only 22% of teachers felt confident that referring a pupil would result in the necessary help being provided. Moreover, 88% indicated that an "inappropriate" curriculum acts as a barrier to inclusion to some extent, suggesting that educational content may not be adequately tailored to meet diverse needs.
Government Proposals and Funding Criticisms
These findings emerge shortly after the government published a white paper outlining plans to improve inclusion in mainstream schools as part of a radical overhaul of the Send system. The proposals, introduced by Education Secretary Bridget Phillipson, aim to extend support to the 1.3 million children in state schools identified as having special needs but without education, health and care plans (EHCPs). Under the new system, only children with the most complex needs will qualify for EHCPs, with schools assessing pupils and creating individual support plans by 2029-30.
However, NEU General Secretary Daniel Kebede has raised serious concerns about the adequacy of resources. He warned that mainstream schools are not currently equipped to handle existing levels of need, and the additional funding promised by the government is insufficient. Kebede pointed out that under current plans, the inclusion grant would provide only £13,000 for an average primary school—equivalent to one part-time teaching assistant—which falls short of what is required to realise the government's ambitions.
Financial Commitments and Future Challenges
The Department for Education (DfE) has committed £4 billion over three years to support these reforms. This includes £1.6 billion for schools and colleges to improve inclusion, £1.8 billion for local authorities to hire specialists, and £200 million for additional teacher training. A DfE spokesperson emphasised the government's "fierce ambition" for every child, stating that the reforms aim to place inclusion at the heart of education.
Despite these investments, the survey underscores the urgent need for more substantial resources and staffing to address the systemic issues highlighted by teachers. As the Send changes roll out over the coming years, overcoming these hurdles will be crucial to ensuring that all children, regardless of their needs, receive the support they deserve in mainstream educational settings.
