Pupils with special educational needs and disabilities (SEND) are not getting the support they need, according to an overwhelming majority of school staff.

A survey carried out by the ATL teaching union looked at the impact of the new SEND Code of Practice introduced two years ago, which stops children with less complex needs, like dyslexia or dyspraxia, from automatically receiving support.

It shows that 83 per cent of teachers and support staff do not believe that the new system enables SEND children to be supported appropriately.

And almost half (43 per cent) of those surveyed said there were pupils with SEND in their school missing out on government funding and support because they were no longer eligible. Nearly 600 staff working in English schools were questioned in the research.

Almost six in 10 respondents (58 per cent) also said pupils who were officially identified as having SEND did not receive the help they needed to reach their potential, and more than two-thirds (71 per cent) of respondents said children with special educational needs were also not identified efficiently enough under the new system.

Many ATL members have told the union that they feel they are not able to fully support pupils with SEND due to a lack of funding, training and time.

‘The reality is devastating’

Margaret Highton, a support staff member at key stage 2 from Lancashire, said: “We are drastically letting SEND children down because we are being asked to do so much more with less and less funding and support. Inclusion always sounded so much better on paper but the reality is devastating.”

Almost half (49 per cent) of respondents stated they had not been able to access the support and training they needed to enable them to meet the needs of pupils with SEND.

Jo Toovey, a member from Reading, said: “Most teachers receive very limited training on the identification and support of pupils with SEND during their initial teacher training, and continuing professional development within schools is inconsistent.

“Teachers are not being made aware of individuals with potential SEND due to a decreased number of identified cases on the school SEND register, so cannot tailor the support to the needs of individual pupils.”

Mary Bousted, general secretary of the ATL, said: “Unless the government provides significant and immediate additional funding, the worrying situation we see now is likely to deteriorate further.

“The SEND Code of Practice was an ambitious and well-intentioned reform, but until adequate resources are invested children and young people with SEND will continue to be let down.

“With the tighter criteria for pupils to be eligible for SEN support, many are slipping through the net and losing their right to support altogether.”

She added: “ATL members are doing the best that they can, but too many find their hands tied by a lack of time, training and resources.

“Education staff should be able to access high-quality training on SEND throughout their careers and be given the time to do so. All trainee teachers should also receive high-quality SEND training as a core part of their initial teacher education.”

A Department for Education spokesperson said: “We want every child, regardless of their background or circumstances, to have the opportunity to fulfil their potential, and have brought about the biggest changes to SEND provision in a generation.

“We have increased high-needs funding by over £90 million this year, and given councils £35.8 million this year to help implement our changes effectively, as well as improving support for families.

“Ensuring teachers are trained to have an understanding of the needs of pupils with SEND is a key part of our drive to give all children access to the education they deserve. We have already confirmed, following a review, that SEND training will form part of the new core content for all initial teacher training (ITT).”

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