Why we need to improve SEN classroom support

Improving special educational need (SEN) services is essential. There will inevitably be many questions for children, parents, classroom assistants, teachers and school leaders.

We can, I hope, all agree on one thing. The present system isn’t working well enough. We can do better and improve provision.

That is the objective of reforms we have issued for public consultation. The proposals will give schools more flexibility with classroom support arrangements for children and young people with SEN.

The evidence does not support individual classroom assistant support as the best solution for every pupil with SEN.

Under the planned changes, there will be more freedom for schools to adapt arrangements to suit the individual needs of each child.

To be clear, every pupil who needs individual classroom assistant support will continue to receive it. This is about ensuring the most effective and appropriate support is in place in each case.

A rigid model of support can unintentionally and unnecessarily isolate some pupils.  When a young person is consistently paired through individual classroom assistant support, they may miss opportunities to engage and interact, participate in group activities and develop vital skills - including skills to prepare for adult life. This isolation can often exacerbate feelings of difference and exclusion.

Continuing as we are is simply not possible. With SEN school population continuing to grow, there won’t be enough assistants to fill individual support roles. Gaps in the workforce mean reduced provision for children. That’s already starting to happen and will spread rapidly under the old model - with potential for collapse of the old model in the next 18-24 months unless we change.

Reform is essential and can work better for both pupils and schools.

Enhancing the classroom support model is part of the Department of Education’s wider SEN reform agenda.

We also need to ensure that effective external support is available and accessible for all schools, and that many more school places are provided – both through expansion of special schools and widespread growth in the number of mainstream schools offering specialist provision SEN classes.

The classroom support reforms are not about reducing classroom assistant numbers or cutting spending. No redundancies are planned.

This is about making the best use of the great staff we have – to give children and young people the best possible education.

I would encourage everyone to take part in the public consultation and make their voices heard.