That SEND Meeting
There's a lot of strain in our schools currently with leaders trying to make the existing system work. Schools are calling for more funding to meet daily need, which would tell us that we have a much bigger, long-term problem. Currently, the school doors may well be open, but that's very different to creating an inclusive offer. Maybe you just can't 'fund' your way out of this current situation?
In 2014, I attended a meeting with all of the local heads to hear about the proposed changes for SEND. There were parents of SEND pupils. LA and national speakers talking about how the doors would be opening, with local schools being the ethical choice. I don't think that many would disagree with the idea, but we've learned that there's much more to 'inclusion' than ideals and changes to the admissions process.
I started my career in special ed before moving into resource provision. My first school was an incredible and diverse place. Classes were small, teachers were experts, support was high and the curriculum bespoke. We did Maths and English, at the right level for the children, which covered a very broad range of abilities. 'Age related' or 'expected standard' had little meaning. It had to be more intuitive. More importantly, we did residentials, sport, shopping, singing, communication and life-skills. SEND provision is remarkable for a reason.
'I don't think that many would disagree with the idea, but we've learned that there's much more to 'inclusion' than ideals and changes to the admissions process.'
Our resource provision was also remarkable. Attached to a large primary in Hackney, our children integrated into school every day. With the hybrid learning offer that also accommodated sensory provision, daily snack time and picture exchange communication with a carefully designed personal learning journey for each child. Schools are now seeking to accommodate this kind of provision as I did, which is a big step in the right direction. This tells us a lot about how school leaders are looking to solve this problem themselves.
These settings put the children first. They start with the design of the setting and the curriculum, before welcoming and supporting. What we're seeing in schools is the opposite. Mainstream schools have a mainstream offer, no matter how much you seek to adjust. You just can't start with the 'expected standard' and then differentiate from there. We've seen the spectrum of need increase, and it will continue to do so. And so we hear leaders rightly ask for more money to make it work. But it's not sustainable because the doors remain open and the needs increase.
'Mainstream schools have a mainstream offer, no matter how much you seek to adjust. You just can't start with the 'expected standard' and then differentiate from there. .'
Following that first meeting, I could see that we were overlooking just how special, special education is. I then started to find myself reading medical documents for children with high needs who were applying to our school, knowing that I wasn't medically trained and feeling inept. Families were given a tour of the school and at no point was curriculum suitability discussed until I dared to intervene.
If we are going to create genuine inclusivity, then we have to start again with the design of our education system. We have to reform the reforms. The physical design of our settings, the curriculum expectations, class sizes, teacher training, learning support, access to services internally and externally and then finally, accountability. If we prioritise tests, national scores and international rankings, then we miss the core purpose of the system. Crisis point can provoke radical reform. Sometimes you just may have to get things wrong, to get them right.
The WIN / WIN
It's a big one, but let's take this slowly from the perspective of a school leader.
#Win
School leaders are wired to come away from meetings like this developing solutions. I've seen schools create 'resource' style provision and make it work. they need time and support to do this, but the hybrid model is good. Mainstream schools are learning about how special education works, which can then change the identity of the school. This may not make the overall system sustainable, but there can definitely be wins for pupils with additional needs.
#Win
Major reform would be the big win. The acknowledgement of the current shortfalls. This requires a vision, with strategic plan. The current vision for parents to access their local community school is admirable, but without any substance. The current offer is not a good fit for many children with SEND or for the school itself, so what is being achieved? Having worked in failing schools, I've seen schools hit rock bottom before they have to radically reform. There will have to be a solution to the current situation, and it's not as simple as funding more EHCP's.
