The Educator Magazine U.K. May-August 2026 issue. - Magazine - Page 15
HERE ARE THE KEY TAKEAWAYS:
1. Funding pressures and the risk of silos
A central theme was the growing gap between policy ambition and financial reality. Tania
Tirraoro, founder of Special Needs Jungle, highlighted that the £6,000 delegated SEND budget
has remained unchanged since 2009, meaning its real value has significantly declined.
Panellists also raised concerns around the rise of mainstream resource provisions or “units”.
Without sufficient funding, evidence, and clear guidance, these risk creating internal segregation
rather than meaningful inclusion.
Dr Sarah Moseley stressed the importance of:
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Clear entry and exit criteria
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Strong accountability
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A focus on integration rather than isolation
The key message was clear: without the right structure and investment, these approaches could
unintentionally reinforce inequalities.
2. Rethinking ordinarily available provision
The panel challenged schools to move beyond treating SEND support as an add-on. Instead,
inclusion should be embedded into the design of teaching and learning from the outset.
Dr Moseley highlighted that heavily text-based resources can create barriers for many learners.
By making multiple formats standard, such as audio, visual, and interactive tools, schools can
reduce barriers earlier and decrease reliance on EHCPs.
However, a major challenge remains. There is still no clear, shared definition of what “ordinarily
available provision” looks like in practice, leaving schools and local authorities without
consistent guidance.
