SEND pupils are not getting the support they need, says ATL

Children and young people with special educational needs and disabilities (SEND) are not getting the support they need, according to the Association of Teachers and Lecturers (ATL).

A survey of over 600 ATL members working in state-funded schools in England found that 83 per cent of education staff did not think SEND pupils were adequately supported, with 58 per cent stating that pupils who are officially identified as having SEN do not receive the help they need to reach their potential.

The new SEND Code of Practice was introduced in September 2014 and means that pupils with complex or severe needs are eligible for extra funding, but those with less complex needs, such as dyslexia or dyspraxia, do not automatically receive support.

43 per cent of respondents said that children with SEND in their schools were not eligible for funding, with 71 per cent saying that the new system does not enable children with SEN to be identified fast enough.

Additionally, 49 per cent stated that they have not been able to access the support and training they need to enable them to meet the needs of pupils with SEND.

Dr Mary Bousted, general secretary of 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.

"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."