Reforming SEND: Lessons from Missed Deadlines and Mixed Results

The UK’s SEND (Special Educational Needs and Disabilities) system is at a critical juncture. With rising demand for services, stretched budgets, and increasing scrutiny, the stakes for children, families, and local authorities couldn’t be higher. Yet, despite the urgency, the National Audit Office (NAO) has found that the government’s approach to SEND reform lacks the clarity, structure, and actionable detail needed to address systemic challenges effectively.

This article explores the issues raised in the NAO’s findings and why they pose significant challenges for local authorities, particularly Virtual School Heads (VSHs) and associated staff. I also discuss practical steps to help local authorities navigate these challenges while advocating for meaningful change.

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The Current Landscape: A SEND System Under Pressure

In 2023, the Department for Education (DfE) unveiled a SEND improvement plan featuring 42 commitments, later expanded into 136 internal actions. While this ambition is commendable, the NAO found that the DfE lacked a cohesive implementation strategy, leaving these actions fragmented and inconsistently tracked.

Key concerns highlighted by the NAO include:

• Unclear Timelines and Costs: The DfE has yet to map out how long reforms will take or how much they will cost, making it difficult for stakeholders to assess feasibility or progress.
• Missed Deadlines: Seventeen councils trialling SEND reforms missed the December 2023 deadline to produce local inclusion plans, and national inclusion dashboards remain unpublished.
• Stakeholder Doubts: None of the 60 stakeholders consulted, including nine councils, believed the SEND improvement plan would fully address the systemic problems they encounter daily.

The result? A system that feels stuck in limbo, with no clear path forward for the children and families it serves.

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The Challenges Posed by Weak Planning

1. Fragmented Initiatives Lead to Confusion

Without a unified implementation plan, the DfE’s 136 actions remain isolated, creating silos and inefficiencies. This lack of coherence makes it harder for local authorities to align their strategies with national goals.

Why This Matters: Schools, virtual schools and local authority teams need a clear roadmap to ensure their efforts contribute to broader systemic improvements. Fragmentation leads to wasted resources and inconsistent outcomes for children with SEND.

Recommendation: Push for a centralised implementation framework from the DfE that outlines interdependencies, timelines, and expected outcomes for each action.

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2. Missed Deadlines Undermine Trust

The failure to meet key milestones, such as the creation of local inclusion plans, signals deeper issues in managing and executing reforms. These delays erode trust among stakeholders, including councils and families, who rely on timely progress.

Why This Matters: Education establishments depend on these plans to inform their strategies for inclusion and support. Without them, progress stalls, leaving children without the services they need.

Recommendation: Local authorities should proactively develop their own inclusion plans where possible, rather than waiting for national guidance. Collaborating with other councils to share best practices can help fill the gap.

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3. Overlooking Workforce and Early Identification

The NAO highlighted a glaring omission in the government’s SEND plan: a lack of focus on workforce development and early identification of SEN. These areas are critical to addressing the root causes of systemic issues.

• Workforce: Schools and local authorities face chronic shortages of trained staff to support SEND children effectively. Without investment in recruitment, training, and retention, progress is unlikely.
• Early Identification: Identifying needs early reduces the long-term cost of support and improves outcomes for children. Yet, the current plan lacks a clear strategy for scaling early intervention.

Why This Matters: Without adequate workforce capacity and early identification systems, children are left to fall through the cracks, placing additional strain on already overstretched services.

Recommendation: Advocate for ring-fenced funding for workforce development and early identification initiatives. Local authorities should also explore partnerships with healthcare providers and voluntary organisations to strengthen early intervention efforts.

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4. Inadequate Data Transparency

The delays in publishing national and local inclusion dashboards highlight a broader issue: the lack of accessible, actionable data. Data transparency is essential for tracking progress, identifying gaps, and making evidence-based decisions.

Why This Matters: Virtual Schools rely on accurate data to monitor attendance, attainment, and progress for looked-after children. Without it, they’re working in the dark, unable to measure the impact of their interventions.

Recommendation: Local authorities should develop interim data-sharing agreements and dashboards to monitor inclusion and SEND outcomes while waiting for national dashboards. Using technology solutions that integrate data across services can also help bridge the gap.

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Building a Path Forward

While the current SEND improvement plan has significant shortcomings, there are steps local authorities, schools and virtual schools can take to mitigate these challenges and advocate for better national leadership.

1. Collaborate and Share Knowledge: Local authorities should work together to share best practices and develop shared solutions for common challenges, such as inclusion planning and workforce development.
2. Invest in Technology: Tools like automated attendance monitoring, real-time dashboards, and case management systems can help Virtual Schools streamline processes and improve outcomes.
3. Engage Stakeholders: Schools, families, and health providers should have a seat at the table in designing local solutions. Their insights are invaluable for creating systems that truly meet the needs of children with SEND.
4. Advocate for Change: Local authorities should continue to press the DfE for clearer guidance, better funding, and a cohesive implementation plan. Engaging with organisations like the Local Government Association (LGA) can amplify these calls.
5. Focus on Quick Wins: While systemic reform takes time, local authorities can focus on immediate, tangible improvements, such as piloting early intervention programmes or offering targeted training for staff.

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Final Thoughts

The SEND system faces undeniable challenges, but clear planning and focused action can pave the way for meaningful change. While the DfE’s current improvement plan falls short, local authorities and education establishments have the power to drive progress at the grassroots level.

By prioritising collaboration, transparency, and investment in workforce and early identification, we can build a SEND system that truly meets the needs of children, families, and schools. The road ahead requires determination and partnership, but the rewards—a brighter future for the most vulnerable children—are worth the effort.