Claire Dyson has been in a long battle for her son Dylan’s education, waiting almost a decade for an autism diagnosis. Reflecting on her experience, Claire emphasizes how families of children with special education needs and disabilities (SEND) have increasingly lost faith in a system that appears to fall short of providing the necessary support.
According to the National Audit Office (NAO), despite a significant funding increase of 58% over the last ten years—now totaling £10.7 billion—the system remains financially “unsustainable” and is in “urgent need of reform.” The NAO has reported that approximately 1.7 million children with SEND are currently enrolled in schools across England. Education Secretary Bridget Phillipson has admitted that while she is “determined to turn it around,” she acknowledges that “it will take time.”
The NAO’s findings indicate that two-fifths of local councils could face bankruptcy by March 2026, primarily due to overspending on high-needs budgets. Emma Wilson, who led the report, stated, “None of the steps taken by the government will address the significant challenges that the system faces. We conclude that the current system is broken. It is not delivering positive outcomes for children and young people.” The report raises additional concerns about the Department for Education’s unclear understanding of future needs for SEND spaces, both in mainstream schools and alternative settings, urging the government to consider a “whole-system reform.”
Claire recounts her own journey, realizing Dylan was autistic when he was just two and a half years old, but lamenting that it took nearly ten years to receive an official diagnosis. “I was so relieved when we finally got the diagnosis,” she shares. However, once it was provided to the school, she found that the support available was minimal. Dylan struggled in a mainstream school setting, caught in a grey area where his needs didn’t fully warrant a special-needs environment, thus giving rise to significant emotional and mental challenges for Claire.
Now opting to homeschool Dylan, she resonates with the report’s recommendation for a more integrated system that includes coordination with the NHS. “Doctors don’t talk to schools, and schools don’t communicate with health professionals,” she points out. “If everyone was on the same page, we could significantly reduce the years spent waiting for a diagnosis, alleviating families from this prolonged struggle.”
Kirklees Council acknowledges the increasing pressures local authorities face in supporting individuals with additional needs. They express concern that funding has not kept pace with demand, highlighting a systemic shortfall.
The NAO advocates for a more inclusive education system, noting that current school performance measurements emphasize academic attainment without adequate incentives for supporting students with SEND. Juli Aldwinkle, head teacher at New Bewerley Community School in Leeds, mentions that while her school accepts all children, not all schools have the capacity or willingness to do so. Their “rainbow room,” designed for 20 children with Education, Health and Care Plans (EHCPs), is already at full capacity, leaving many in need waiting for a spot to open up.
“We have children with needs we are trying to address within a mainstream classroom without the necessary support,” Juli explains, adding that the impact affects not only those children but also their peers.
The report notes that many special schools are currently at capacity, collectively supporting an additional 9,500 students. Paul Whiteman, general secretary of the National Association of Head Teachers, warns that “the warning lights are flashing red.” He states that without proper investment, the situation may deteriorate further, potentially leading to system failure. Both head teacher unions and local authorities are calling on the government to prioritize additional SEND funding in the upcoming budget and to resolve high-needs deficits.
Phillipson acknowledges the strain on councils but reminds everyone that “there is no magic wand—we cannot fix this overnight.” Furthermore, the government is planning to introduce a new report card system next year that will focus on how schools can enhance inclusion and support for children with special educational needs.
