One in five children and young people have a special need or disability, which means that the majority of teachers will teach at least one pupil every day who requires additional support. In many schools this could be much higher.
Although the number identified with SEN has not significantly increased in the last 20 years, the type and range of needs have increased. In turn, this has affected our practices and the interventions and support we are able to offer. Combine this with major reforms to SEN policy and it becomes clear that school leaders have many challenges ahead of them.
There are real challenges around SEN funding; many schools have difficulties in demonstrating what they are providing and what their package of SEN support is for particular groups of children. The more support a child requires, the more detailed we have to be in describing the nature of those arrangements in school.
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