Some 97% of teachers feel the problem is a barrier to inclusion, ranging in seriousness from ‘minor’ to ‘significant’, according to the National Education Union (NEU) survey of 12,634 teachers and 3,743 support staff.
Asked how manageable workloads are, 40% of SEND co-ordinators in specialist settings responded that they have “difficulties with workload most or all of the time”.
“This rises sharply to 74% in secondary schools, and 66% in primary schools,” said the union, releasing the data on the first day of its annual conference, adding that the “findings point to a lack of funding, a lack of resources and a lack of external support”.
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The findings come weeks after the Department for Education launched a call for evidence on SEND inclusion from education leaders, with wider SEND reforms forthcoming.
While a majority of staff responding to the NEU survey have had specific SEND training in the past two years, they felt training alone was not enough to address need.
Class sizes are felt to be more of a significant barrier to inclusion in secondary schools (61%) than in primary (44 %).
“Inappropriate curriculum” was also cited as more of an issue in primary schools (50% of respondents) than in secondary (36%).
One teacher described how the “difficulty in recruiting experienced and qualified support staff is a barrier to supporting learners.”
Another praised high quality specialist provision in their school for pupils with dyslexia, with the caveat that this was limited by staffing shortages.
“The support from that centre is unmatched - the team are fabulous, the support they give students is amazing,” said the respondent, adding: “However, there is not sufficient staffing to cover the required amount of one-to-ones, meaning students are not getting the support needed.”
The NEU argues that small group sessions are effective ways of tailoring to specific need, but one teacher described these as “very time consuming” and demand a “high staff ratio”, given the significant number of children with SEND in their setting.
When support staff members were asked the same question, they were less likely than a teacher to view each factor as a ‘significant’ barrier to inclusion.
The union adds: “Nonetheless, more than half took that view in several categories.”
The union credits support staff as having a “keen sense of what is needed to strengthen SEND at their school”, particularly in the context of soaring need.
“After all, teaching assistants play a vital role in providing 1-2-1 attention for pupils,” said the NEU, adding: “In our survey, 62% felt that insufficient staffing levels are a ‘significant’ barrier to inclusion, and for 29% they are a ‘minor’ barrier.”
The union says that staff have the will to support SEND. However, “lack of resource works against that ambition”.
With one in three respondents to last year’s survey reporting “no behaviour support team whatsoever” at their setting and a quarter with no educational psychologist, child and adolescent mental health service (CAMHS) support, or speech and language therapists, many schools are entirely dependent on external services.
“In the absence of a referral or a timely diagnosis, schools are forced to improvise support on behalf of the young people in their care,” says the NEU.
One teacher with access to several resources spoke of the benefits of support services, responding: “I am fortunate to have access to the staff who specialise in the field.
“They are the best resource and most informed to learn from, though our school does a lot of whole school training.
“I have gained confidence in planning and delivering lessons that are suitable and appropriate through the open access we have.”
NEU general secretary Daniel Kebede said: “Schools are highly motivated to do the best by pupils with SEND, but they are hamstrung by the barriers facing them.
“The chronic lack of funding, staffing and resources has left SENDCOs having to make ends meet rather than deliver what, in an ideal world, would be best for those pupils.
“There are no cheap or easy fixes. It will take commitment, serious investment and a real determination to address rising need after years of neglect and underfunding."
