Success of government SEND reforms will hinge on effective professional development for teachers and leaders

The government’s package of proposed reforms to special educational needs and disabilities (SEND) provision and the wider school system has the potential to improve outcomes for the most vulnerable children. But these ambitions can only be translated into reality by the country’s teachers and leaders, equipped with the capabilities they need to deliver inclusive education for all children, the National Institute of Teaching has said.

The announcement of new SEND training courses for teachers and leaders provides a welcome opportunity for a step-change in how adaptive teaching and inclusive practice is embedded across teacher education – from initial teacher training to ongoing professional and leadership development.

But that should only be the start. While the government can set expectations and run targeted training, most professional learning is delivered directly by schools and trusts, and by the 76% of teachers who say they help develop others in their current roles.

To get the best for children – including those 1.7 million with identified SEND – from this ecosystem of professional learning we need to connect the workforce with the latest evidence on effective teacher education and give them the tools to evaluate success in diverse contexts.

Responding to the full suite of reforms, Melanie Renowden, Chief Executive of the National Institute of Teaching said:

“The government’s reforms create a real opportunity to repair a SEND system that all too often has left children waiting for support, while families fight for provision and teachers struggle to meet complex needs.

“Success will depend on whether teachers and leaders are properly supported to meet the needs of every child in their classrooms. High-quality, evidence-informed professional development must sit at the heart of this implementation.

“With the support of schools, government and teacher education experts, we have created national tools to generate insights about effective professional learning, including on inclusion, and to mobilise this evidence into practice in ways which mean it can be adapted, adopted and sustained by teacher educators everywhere.”