SEND Reform and Funding Pressure: Why Schools Cannot Afford to Wait

With a new SEND White Paper expected and high-needs funding under review, inclusion is rapidly moving from policy discussion to operational priority for schools and trusts across England. Rising pupil numbers, increasing complexity of need and mounting financial strain have placed SEND provision at the centre of sector reform. Debate among multi academy trusts about whether to specialise or diversify provision reflects the scale of the challenge. Meanwhile, government has made clear that financial support to manage local authority SEND deficits will be conditional, tied to demonstrable reform and improved inclusivity.

For Nigel Hunter, spokesperson for GLS, the direction of travel is clear. “Policy reform will evolve over time,” Hunter said. “But the needs in classrooms are immediate. Schools cannot afford to wait for structural clarity before strengthening inclusive practice. The responsibility sits with all of us to act now.”

Inclusion has also become more visible within accountability. Separate inclusion judgements under Ofsted’s revised inspection framework, alongside planned MAT-level inspections from 2027, mean SEND provision is no longer an adjunct consideration. It is central to how leadership, culture and resource allocation are evaluated.

Hunter believes the conversation must move beyond structure and towards execution.

“The real question is not whether a trust should specialise or diversify. It is whether every classroom environment is adaptable, whether staff feel confident in meeting varied needs, and whether pupils can access learning with dignity and consistency.”

GLS is encouraging schools to focus on three practical priorities.

• First, review current provision against present pupil need rather than historic purchasing patterns. 

• Second, invest in adaptable classroom environments that enable differentiation without isolating learners. 

• Third, strengthen early identification and targeted intervention to ensure support is proactive, not reactive.

“Inclusion should be visible in daily classroom experience,” Hunter added. “It is defined by how learning feels for a child, not by how policy reads on paper.” As funding pressures intensify, sustainability and long-term value are becoming critical considerations. Schools must demonstrate that SEND investment supports measurable outcomes while remaining financially responsible.

“Being Made for Education means recognising both the educational and financial realities schools face,” Hunter said. “Resources must be purposeful, durable and scalable. Inclusion cannot be an afterthought. It must be built into the fabric of how a school operates.”

The forthcoming White Paper is expected to emphasise earlier intervention, stronger local accountability and improved attendance enforcement. Regardless of final policy detail, Hunter believes preparation is the decisive factor.

“Inclusion will become more structured and more scrutinised. Schools that act deliberately now will be better positioned for reform, inspection and long-term impact.”

For GLS, SEND reform represents more than legislative change. It is an opportunity to help schools build confident, sustainable and genuinely inclusive environments that work for every learner.