That schools are struggling to find adequate provision for pupils with SEND, is widely understood. Since the introduction of the SEND Code of Practice we have seen increasing numbers of pupils enter early years with an Education, Health and Care Plan (EHCP) – and numbers are rising year-on-year (Thomson, 2024).
In particular, there has been a significant rise in the proportion of pupils receiving support for autism, language and communication, and social, emotional and mental health needs (SEMH).
As we know, requests for support from CAMHS, from speech and language therapists, and for pupils who are on the autistic spectrum have increased, but schools are frustrated by the lack of a timely response and high thresholds to access overwhelmed external services.
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