Surveying the Professional Experience of Special Educational Needs Provision in England

Abstract

Introduction: Support for children with Special Educational Needs and Disability (SEND) is in a state of flux. To investigate from the professional side, we compared experiences around identification of SEND and related provision for professionals working with young people and families in England. Methods: This was an online self-reported cross-sectional survey with education, health, social care, third-sector and local authority professionals. The survey was co-produced with service-users, and professionals essential to the design and implementation of SEND services. Here we report on professionals’ opinions about the state of services offered and the reasons behind this. Results: Professionals reported polarised views surrounding interagency communication and quality, with many doubting the ability of services to adequately provide support for SEND. Professionals reported high confidence in their own abilities to identify SEND (86% agreed), design and provide services (58% agreed), communicate with parents, signpost to services and receive adequate training, but were less confident about others’ abilities (62%) to communicate effectively. Professionals report insufficient time (74%), and poor resourcing to enable good design of plans and service quality (80%). Conclusion: Rising national and international demand for SEND services, alongside rising cost, has caused service delay and disrepair as key aspects of the educational ecosystem, e.g., communication, service development, have been whittled away. Systemic change is needed to reflect growing SEN school numbers, requiring fully integrated care for children and families.