Attainment at all costs' approach could undermine Send changes, school leaders in England say

England’s proposed SEND changes could be undermined by policies that prioritize exam results. School leaders warn that high-stakes assessments create incentives to avoid lower academic outcomes for pupils with SEND. The government’s emphasis on academic goals is seen as conflicting with measures intended to help mainstream schools accommodate more children with SEND. Reform of SEND alone may not resolve the problem because accountability systems still reward attainment. Guidance for inclusion bases in mainstream schools is described as lacking operational detail. Adequate staffing, funding, preparation time, and training are required to enable schools to deliver reforms without damaging relationships with parents or leaving children without support.

"Contrary to the strong focus on inclusion in the early chapters of the white paper, the ambition' section of the paper omits Send and broader outcomes and is still focused on academic attainment at all costs. This critical inconsistency will be the basis upon which the reforms will succeed or fail. If we want an education for all then that principle of for all' must apply to all areas of education policy."

"The union said the adherence to high-stakes assessments, including a proposed test of year 8 reading, all create perverse incentives for school and college leaders where they are penalised for any lower academic outcomes for some pupils with Send. This cannot be addressed with reform of Send in isolation."

"The government's reforms have the potential to do a huge amount of good but they must help schools deliver them. Guidance must then be backed up by adequate staffing, funding, and time for preparation including training where necessary. Without this, there is a serious risk that schools will be placed in an impossible position, relationships with parents will be damaged and children will be left without the support they need."

"Under the proposed changes, mainstream schools will be expected to have an inclusion base for children with special needs, but the ASCL said there was little detail on how the bases would operate. The inclusive base should not enc"

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