Teachers must be trained on special educational needs to end support ‘postcode lottery’

Children attending academies, frequently moving schools, or living in areas with high levels of school academisation are less likely to be recognised as having SEND.

The report also reveals that children who speak English as an additional language and those with high absence rates face reduced chances of receiving the support they need.

Jo Hutchinson, director for SEND and additional needs at the EPI, explains:

Our research has confirmed the long-suspected SEND lottery in schools. Children who are frequently absent, move schools, or live in heavily academised areas are at an elevated risk of missing out on vital support.

The findings are concerning for parents of children who need extra help, with girls experiencing emotional disorders and children from disadvantaged backgrounds also at risk of being overlooked.

How teacher training falls short

The EPI has pointed to gaps in teacher training as one of the main causes of these disparities. Many teachers are not given sufficient training to identify and support children with SEND, with knowledge of child development often left out of standard teacher education programmes.

Researchers are calling for all teachers to receive mandatory training in special educational needs and child development during their initial teacher training, early career development, and throughout their professional careers.

The current lack of consistency has led to children being missed, often due to fragmented systems or barriers like language differences. With better training, experts say, these children could be identified earlier and given the help they need to thrive in school.

What’s being done to address the issue?

Arooj Shah, chair of the Local Government Association’s (LGA) children and young people board, is urging the government to prioritise reforms to the SEND system, saying:

It is vital that the government sets out its plans for reforming the SEND system in the upcoming spending review

The EPI also recommends further investigation into how schools assess and identify SEND students, to create a fairer and more transparent system. Without these changes, thousands of children may continue to fall through the cracks.

How does this impact parents?

For parents, navigating the SEND system can already feel like an uphill battle. The report highlights that the type of school their child attends or where they live can significantly affect whether their child is identified as having SEND.

This leaves many families relying on local resources or moving schools to seek better support, which isn’t always possible. The EPI’s recommendations aim to reduce these disparities so that every child, regardless of their background or postcode, has the same opportunities to succeed.

The findings also underline the importance of understanding the unique challenges faced by different groups, such as children from deprived areas or those who speak English as an additional language.

What happens next?

The government is expected to announce its plans for reforming SEND provision later this year, which could include changes to teacher training and how schools assess SEND needs.

For parents, this could mean more consistent support across schools and better-trained teachers who can spot early signs of SEND. However, until reforms are in place, the “postcode lottery” of SEND support may continue to impact children across England.

Jo Hutchinson of the EPI sums it up:

Every child deserves the support they need to reach their full potential, regardless of where they live or what school they attend.

Read more:

• MPs warn SEN education crisis could lead to a ‘lost generation’
• Chancellor announces £1 billion for SEN and tripled breakfast club budget
• Schools in England to receive £740m boost for pupils with special educational needs