• Schools must have the freedom to prioritise relationships, build trust between the school, families and students, and show compassion.
  • Schools must be supported by Government to have a listening culture.
  • Trauma-informed attachment-aware frameworks should be introduced into all schools – with training and time for implementation funded by central government
  • Government behaviour approaches should be driven by the development of a whole school ‘Belonging’ approach, not by increased discipline and sanctions.

Proper funding

  • Funding to increase numbers of teaching assistants (TA) and learning support assistants (LSA) whose understanding and experience of working with SEND pupils is essential to creating inclusive learning environments.
  • Appropriate funding in schools and local support services to enable high quality SEND and mental health support
  • Child and Adolescent Mental Health (CAMHS) funding so young people can be seen by mental health specialists when they are referred, at the moment of greatest need. 
  • Funding for schools to allow smaller class sizes and additional specialist staff

SEND support staff:

  • Provide essential additional support for SEND students
  • Are often the key liaison between schools and families of SEND students – and have played a key role in supporting home/school relationships during Covid
  • Have faced large scale redundancy due to government funding cuts to school budgets which has left many SEND students without the small group and 1:1 support that provided the opportunity for them to thrive in mainstream education
  • Need fair contracts, pay and recognition by government of the important role they play in working with SEND students

Time for teachers and support staff to:

  • meet, jointly plan and assess SEND students
  • meet and listen to parents/carers
  • meet regularly with the school SENCO to agree support for working with SEND    students in the mainstream classroom.
  • attend appropriate SEND training and CPD


  •  must be a qualified teacher (as per the SEND Code of Practice) with qualifications and sufficient time (according to the number of SEND students in a school) to support class staff and conduct meaningful meetings with families to ensure the success of SEND students.
  •  should be a member of the school leadership team
  • should have administrative support so that they can focus on advising class teachers and support staff.