Responding as the government sets out new details and guidance on how its proposed SEND (special educational needs and disabilities) reforms will help inclusion and ensure children with additional needs can attend their local school, Paul Whiteman, general secretary of school leaders’ union NAHT, said:

“School leaders are already deeply committed to inclusive practice when it comes to SEND – what they too often lack are the resources and support needed to ensure they can consistently deliver first-rate provision for pupils.

“Changing this will be vital if the government’s reforms, including its welcome proposals for more children with additional needs to attend their local mainstream school, are to work.

“Inclusion bases already play an important role in supporting children with SEND, offering mainstream schools the flexibility to support pupils in regular classes as well as within specialist provision on site.

“Both new bases, and existing facilities, which are often operating without formal recognition or consistent funding, must be supported by the investment needed, including in appropriately qualified teaching and support staff, and in SEND training. We also need more clarity on the government’s plans for new inclusion base places in primary schools, and the early years.

“Guidance can be helpful, but it must not be a straitjacket. School leaders know best when it comes to allocating the resources being provided, and should be trusted to make the right decisions at a local level.

"However, it is clear that the new Inclusive Mainstream Fund will not be a silver bullet in addressing the current crisis and is only a small step towards properly resourcing schools to deliver these reforms and further improve inclusivity.

“In reality, the average primary school will receive around £14,000 which is the equivalent to roughly 80% of one term-time teaching assistant or 60% of a full-time teaching assistant. The new funding will certainly help, but it must only be part of a wider package of measures and further investment.

“Leaders are also frustrated that the fund comes with new additional reporting requirements. There is already significant oversight and accountability when it comes to the use of budgets in schools and constant additional layers are unnecessary.

“Implementation timelines, partnership working, and delivery expectations need to reflect the pressures on staffing and capacity across schools.

"It is also vital there is recognition that special schools will continue to be absolutely essential for pupils with the greatest needs and have the resources they need."