Little Sparks SEND

Embarking on this new venture fills me with a blend of cautious trepidation and quiet excitement. My deep passion for SEND stems from my personal experience as a parent of children with complex SEND needs, and it has inspired me to share my thoughts and insights widely. Although the site is still under construction, I have much to say, especially with the forthcoming white paper on the horizon.

Amid swirling rumours about government plans, one thing appears increasingly clear: a stronger emphasis on inclusion within mainstream settings. On the surface, this sounds promising. However, from my experience, many schools still refuse to implement reasonable adjustments, many that are entirely free of charge, and in some cases, actively discourage SEND families. Early in my daughter’s Year 5, I reached out to numerous mainstream secondary schools. One stood out for their blunt response, stating that they only offer what is currently available, and if a child doesn’t fit, then the school is simply not suitable. Another school, boasting a SEND unit, imposed strict limitations: children can only access this resource for 20% of the school day, despite it being intended as a quiet space for them to take a breather. No additional support was offered beyond this quiet space.

Ultimately, my daughter concluded Year 5 in an independent specialist setting. Yet, I remain troubled by the inflexibility and lack of individualised support offered by many mainstream secondaries to children with complex needs.

Two critical questions persist in my mind:

1. Will there be an independent mechanism for parents to hold academies accountable? Currently, no such route exists.
2. Will schools receive the necessary funding to adequately support children with the most complex needs?

These questions must be addressed if meaningful progress is to be made.