The Unsustainable Landscape of SEND – Individuality as a Key Factor of Progression.
Reports throughout 2025 have not shone the most positive light on SEND, with tight budgets in place, increasing needs and spending, local authorities struggle to keep funding balanced for SEND. Meanwhile, the children still struggle in school, and parents are continually worrying about the outlook for their children.
Current projections released early October 2025 show that it is likely there will be an additional 220,000 children and young people with education, health and care plans by 2029, according to IFS (Institute for Fiscal Studies).
The General Secretary of the Association of School and College Leaders stated, “The truly shocking thing is that despite the increase in spending, we are still left with a system failing to cope with the needs of these children and young people. Rising demand and therefore, rising costs of SEND in the UK is driving unsustainable financial strain on local authorities who fund the support outlined in EHCP’s (Education, Health and Care Plans).
With the landscape of SEND so fractious, a reform is on the horizon, but the effectiveness of hopes to have more SEND children in mainstream education will only apply pressure to schools that are already struggling to meet the needs of the SEND population currently present.
IESE spoke with Lynne Duffy, Head Teacher and CEO of Gloverspiece Minifarm and School, a care farm and school that caters to many SEND children. Upon asking Lynne what her views were on reforming the sector for real improvements for all parties, she highlighted that the time it takes is a big part of the problem being faced. With diagnosis times taking up to two years for conditions such as ASD and ADHD, and others like dyslexia taking less time, but with an average wait time of over a month, children are left waiting for too long before diagnosis. After this long wait, parents and children also have a long wait for EHCP processing, which can take up to 20 weeks.
These long waits hold back the child from having optimal education for what can be 52 months (2 years, 4 months), in worst-case scenarios, creating anxiety and frustration for parent and child. Lynne also pointed out the drastic lack of spaces available for SEND children in special schools and mainstream units, so where this is necessary, a child may be waiting for a space to open up for them, all the while not receiving adequate education, or in some cases, any education.
Lynne noted that a problem with delays like this is that it can hold back the education and development of the child and lead to more long-term issues. “They will get angry, and they can’t communicate, can’t speak, and no one is helping them. They are the ones who get uneducated through the whole system, and by the time they enter a special school at age 7, they’re too far gone.” She went on to say how earlier integration into a suitable education setting for these children could be game-changing. “If you can help, then at 4, get speech and language involved, put the right provision in place, give them that extra time in a specialist Early Years base, then you stand a chance with them.”
IESE’s discussion with Lynne highlighted that a cause of the increasing demand may simply be the late introduction of adequate education. This highlights the importance of speeding up diagnosis and EHCP development to ensure children get into the necessary education as soon as possible to give them the best chance. Provided with the most suitable early years education format for SEND children may prevent more severe challenges for the children into their young adult years and reduce strain on the sector.
Early years development for children is extremely important, and an unsuitable environment in education or at home could hold them back unnecessarily. Gloverspiece Minifarm and School has informed iESE of their taking on nursery-age SEND children, and both Lynne Duffy and iESE are excited to see the developmental difference for these children being provided with suitable SEND learning opportunities from such a young age in comparison to the typical age of 7, where this education style is introduced. Current theory would suggest that early intervention for these children will enable them to develop faster, communicate more effectively and build self-confidence. However, the effects are yet to be seen, and iESE will stay in touch with the Minifarm and school to find out more about how introducing a SEND suitable education from nursery age will help the development of these children.
The fantastic work being carried out at Gloverspiece is a testament to putting needs-first on an individual basis to optimise learning outcomes for SEND children. However, this space is also used by many children in mainstream who wish to enjoy the space, rescue animals and a nurturing environment to regulate and de-stress. It is also used by looked-after children in care for emotional regulation and as a form of therapy. The work of Lynne and her team highlights that educational success and mental health are intrinsically tied to successful learning and development.
As central and local government look to reform SEND and implement improvements to reduce strain on budgets and services, it is worthwhile considering early years development focuses and mental health practices. Enforcing SEND and therapeutic practices earlier on may release pressure in later education and help children with additional learning needs reach their full potential.
The takeaway from iESE’s discussion with Lynne Duffy is that getting children who have additional needs into settings where their needs are met more quickly is the most important step forward to improving the SEND landscape in the UK. With the potential to ease strain in later years, education and better quality of life for the children and families, speeding up diagnosis and EHCP’s is a critical step forward.
Find out more in our magazine: https://issuu.com/iesecic/docs/the_public_catalyst_issue_1
