While much of the discussion around special educational needs and disabilities (SEND) right now is financial in nature, I have yet to see a really clear argument that the money exists within the system already to fix many of our challenges: we just need to use it better.

Hearing that may surprise some people, but there is a compelling argument here.

Through either robust accountability of high needs block funding or ring-fencing a proportion of the notional budget (or both), alongside making meaningful amendments to the national funding formula, we can ensure much better provision for pupils with SEND.

Spending to support SEND

How? First, by using our money better.

We should be establishing compulsory school-based roles focused on literacy and numeracy, speech and language and social, emotional and mental health (SEMH).

• Literacy and numeracy leads would build strong foundations, enabling pupils to access the wider curriculum.
• Speech and language specialists would provide vital early intervention, reducing reliance on external services and ensuring language isn’t a barrier within the classroom.
• SEMH support workers would deliver tailored strategies that support wellbeing, behaviour and engagement, and provide effective strategies to allow self-regulation.

This would ensure funding is channelled into frontline provision with demonstrable outcomes for every school, not just those that choose to be inclusive.

And Ofsted would check this has been done properly: the new framework is clear that inclusive practice is non-negotiable. Every school must embed inclusion as a fundamental part of teaching, learning and culture.

So with these roles in place, we could be held accountable for:

• Publishing a clear, ordinarily available SEND offer to any pupil identified, not just those with an education, health and care plan, that maps across the broad areas of need.
• Ensuring high-quality classroom teaching that is adaptive, inclusive and accessible.
• Investing in ongoing professional development to build staff expertise and recognise what is now a “normal” mainstream classroom.
• Setting a school-wide ethos where SEND sits centrally to school improvement.

Wrong amounts, wrong accounts

Secondly, alongside this, we would then need to look at wastage in the system.

Local authorities are under increasing pressure to track how SEND money is allocated and to demonstrate that it is reaching children effectively.

I frequently see that money is sent to the wrong accounts, as well as in incorrect amounts. For example, money sent to schools allocated to pupils not attending school, because they are awaiting a specialist placement or are in a holding place at an alternative setting.

But waste happens at school level, too. Accountability for ordinarily available SEND support can no longer be vague or inconsistent. Senior leaders, governors and trust boards should be asking:

• Can we demonstrate exactly how SEND funding is being used in our setting?
• Is our ordinarily available support clearly defined, consistently delivered and transparent to parents?
• Do we evaluate the impact of interventions with the same rigour as core academic outcomes?

Clear reporting and honest self-assessment are essential. Leaders must be ready to show inspectors, governors and local authorities not just that SEND money has been invested appropriately, but that it has improved outcomes.

If we did these things, we would see that the required funding is already in the system. The responsibility now lies with local authorities to track it rigorously, and with schools to deliver inclusive, accountable provision.

Only through strong leadership and clear accountability can we achieve a fair, consistent SEND system where every child has the opportunity to thrive.

Simon Tanner is director of school improvement for SEND at Authentic Education Trust

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