Families and advocates urge urgent reforms amid systemic SEND provision gaps

Families navigating the SEND system face ongoing challenges as capacity issues and reliance on private placements highlight urgent calls for systemic reform to ensure children with special educational needs receive adequate support.

The challenges faced by parents seeking suitable education for children with special educational needs and disabilities (SEND) remain profound, as illustrated by the experience of Tunde, a mother who recently moved to London. Despite securing an Education, Health and Care Plan (EHCP) for her 15-year-old autistic son, Buddy, she remains uncertain whether the independent school offered by Southwark Council will meet his needs adequately. While local authorities often place children in independent institutions aimed at supporting those struggling in mainstream schools, concerns persist about whether such schools can truly foster the confidence and development these children require.

Tunde’s experience echoes the difficulties described by Kellie Bright, the EastEnders actress who also shared the arduous journey her family endured obtaining an EHCP. Bright highlights the significant obstacles in navigating the SEND system, which is under increasing strain from funding shortfalls and rising demand. According to Southwark Council leader Georgia Gould, these pressures are acknowledged at the government level, with commitments made to improving support for children with SEND. However, many families find the reality less reassuring, as councils increasingly turn to costly independent providers to fill gaps in specialist provision.

A BBC investigation sheds further light on systemic shortcomings, revealing that councils are sometimes forced to place children in private schools located hundreds of miles from home due to a lack of adequate capacity in the state system. This reliance on independent providers is symptomatic of broader capacity issues, with some local authorities spending millions on placements far removed from family communities. Such arrangements inevitably complicate family involvement in education and social development, critical elements for children with complex needs.

The challenges extend beyond placement issues to the very structure and approach of educational provision for children with SEND. Alternative Provision (AP) schools, which serve pupils excluded from mainstream education, are highlighted as crucial in offering tailored support for those with complex needs. Yet, funding pressures jeopardise the effectiveness of these schools, limiting their ability to deliver personalised education necessary to help vulnerable children transition towards further education or employment successfully.

Government figures and advocacy group reports alike emphasize a persistent gap in specialist provision for children whose needs mainstream schools cannot meet. This gap not only affects access to appropriate education but also has severe consequences for children’s mental health and long-term educational outcomes. Difficulties in obtaining EHCPs and the oversubscription of specialist schools exacerbate this problem, calling for urgent measures to boost resource allocation and support services.

Mencap, a leading charity for people with learning disabilities, has underscored the failures within mainstream schools to adequately support pupils with special educational needs. The charity points to inadequate training and support for teachers as a significant barrier, prompting an increase in children being placed in special schools. This shift reflects growing recognition that mainstream settings, as currently structured, often fall short of meeting the diverse needs of SEN students and highlights the necessity for systemic reform.

In light of these challenges, some families are turning towards alternative educational models such as online schools, which offer flexible and tailored learning environments for neurodivergent students. These platforms can provide a more inclusive and supportive setting, allowing students to thrive academically and personally where traditional schools may not be able to meet their individual needs. These options, though not without their limitations, represent a growing trend towards diversifying educational provision to better accommodate children with SEND.

Overall, the experiences of families like Tunde’s and the findings from investigations and advocacy groups present a compelling case for urgent reform in SEND educational provision. While government statements reflect a commitment to addressing these issues, the increasing reliance on independent placements, gaps in specialist provision, and pressure on alternative schools signify systemic challenges that remain unresolved. Children with SEND deserve access to supportive, well-resourced educational environments that nurture their potential and ensure their well-being.

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Source: Noah Wire Services

Noah Fact Check Pro

The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.

Freshness check

Score:
8

Notes:
The narrative appears to be original, with no evidence of prior publication. The earliest known publication date is 6 October 2025. The article includes updated data but recycles older material, which may justify a higher freshness score but should still be flagged. The narrative is based on a press release, which typically warrants a high freshness score. However, the inclusion of recycled material suggests a need for caution.

Quotes check

Score:
9

Notes:
The direct quotes from Kellie Bright and Tunde are unique to this narrative, with no identical matches found in earlier material. This suggests potentially original or exclusive content.

Source reliability

Score:
9

Notes:
The narrative originates from The Standard, a reputable UK news outlet, which strengthens its reliability.

Plausability check

Score:
8

Notes:
The claims about the challenges in securing education for children with special educational needs and disabilities (SEND) are plausible and align with known issues in the UK education system. The inclusion of updated data, such as the nearly doubling of children with Education, Health and Care Plans (EHCPs) from 353,995 in 2019 to 638,745 in January 2025, adds credibility. However, the reliance on a single source for some claims may warrant further verification.

Overall assessment

Verdict (FAIL, OPEN, PASS): PASS

Confidence (LOW, MEDIUM, HIGH): HIGH

Summary:
The narrative presents original content with unique quotes and is sourced from a reputable UK news outlet. While the inclusion of recycled material and reliance on a single source for some claims suggest a need for caution, the overall assessment is positive.