More pupils in England now have special educational needs (SEN) than ever before. As of 2024, 1,673,205 pupils in English schools have SEN. That’s almost a fifth of the school population.
More pupils are being diagnosed, yet getting an official assessment can take months or even years. Currently, 4.8% of pupils in England have an Education, Health, and Care (EHC) plan, up from 4.3% in 2023.
At the same time, special schools are seeing a drop in enrolment, as local authorities aim to integrate more SEND pupils into mainstream schools. Schools are now under pressure to support these pupils, often without enough time, money, or resources.
The SEND staffing challenge
You’re probably feeling the increasing pressure to meet the needs of pupils with SEND. Balancing legal obligations, tight budgets, and staff training is a challenge. Recruitment and retention are even harder.
The increasing complexity and diversity of pupils’ needs add to the strain. From physical disabilities to neurodiverse conditions like autism and ADHD, the severity and support required vary. There’s no one-size-fits-all approach. Inclusion isn’t a one-size-fits-all approach. It needs the right strategies, resources, and a team that knows their stuff.
Many teachers find their SEND training during teacher education just isn’t enough. A 2024 survey showed that 68% of primary and 61% of secondary teachers felt unprepared to teach SEND pupils following their initial teacher training. When SEND support is lacking, it can slow progress. But the right support can help SEND learners succeed.
In SEND settings, educators often work one-on-one or with small groups of pupils. It's a high-pressure environment that demands resilience, empathy, and expertise. Research by Efthymiou & Kington (2017) shows that teacher behaviour is critical in the outcomes of children with SEND. This highlights how essential high-quality, consistent staffing is.
Not every teacher has the specialist skills or confidence to support pupils with SEND. And SEND support requires more than good teaching; it demands specific training, experience, and the right mindset.
Specialist SEND educators and teaching assistants (TAs) are vital to closing the gap for pupils who may otherwise fall behind. TAs provide classroom support, help pupils with daily tasks, liaise with parents, and offer emotional and behavioural guidance. This makes them an essential part of SEND provision.
Staying ahead of SEND sector developments
So, what’s the government doing about it? Well, they’ve pledged £740 million to create 10,000 new SEND school places. Some mainstream schools are setting up specialist units, and new initiatives focus on early intervention and inclusion. Yet questions remain. Can these changes meet demand, and will schools have the tools to keep pace?
We know keeping up with constant changes in SEND policy can feel overwhelming. But staying informed helps you stay ahead. This includes engaging with policy updates, funding changes, and curriculum reforms. Here’s how schools can stay informed and agile:
Track policy changes
The Education Committee launched an inquiry into SEND provision, focusing on stabilising the system and improving inclusivity. Schools can stay informed by following government reports and consultation updates.
Adapt to the Ofsted framework reforms
The proposed Ofsted framework reforms have sparked debate across the education sector, particularly among SEND professionals and SENCOs. The February 2025 Ofsted framework places SEND at the core of school evaluations, ensuring inclusive practices are embedded. Schools should review these changes and adjust their strategies.
Look at funding
The government has allocated £740 million to create 10,000 new SEND school places. Schools can tap into these funds to expand specialist units and improve accessibility. The Department for Education provided £10.7 billion in high-needs funding to local authorities in 2024-25 to ensure pupils received SEND support. Local councils, like Worcestershire, also invest in SEND services, with Worcestershire announcing a £30 million investment in 2025. Schools can also receive targeted funding for specific projects, such as sensory rooms, and collaborate with charities or fundraise to support SEND provision. Other schools may use fundraising, such as events and donations, to raise SEND funds.
How Protocol Education supports SEN schools
Protocol Education works with schools to meet the growing demand for SEND support. Our specialist consultants understand SEND staffing pressures. Together, we can find the experienced staff that best meets your needs, from teaching assistants to SEN teachers, ready to make a difference. Our educators have the skills and experience to support learners in settings including SLD, PMLD, SEMH, and ASD schools, including pupil referral units (PRU) and alternative provision.
We understand that in education, consistency matters, especially in specialist settings. That’s why we build trusted pools of teachers and support staff with the right skills, experience, and (where needed) school-specific training or induction. We help ensure continuity by pre-booking and ring-fencing staff, so you always have the support your pupils need when they need it.
Let’s have a chat about your SEND staffing needs
Ready to make a change? Get in touch, and let’s discuss how we can help with your SEND staffing needs. Our goal is your school’s success. We’re committed to providing your SEND learners with the best possible support, so every learner can succeed. From long-term placements to short-term cover, we provide the flexible staffing solutions your school needs, no matter what the challenge.
