A new report from the Education and Training Foundation (ETF), co-authored by Professor Amanda Kirby and Dr Vikki Smith, is calling for a fundamental shift in how the Further Education and Skills sector approaches SEND support.
The report draws on insights from the ETF and FE News Bridging the SEND Transition Collective, bringing together practitioners, leaders, researchers and advocates to identify practical solutions for improving outcomes for learners with SEND.
Moving Beyond Diagnosis
One of the report's central messages is that support should be driven by individual needs rather than labels or diagnoses alone. The Collective highlighted concerns that the current system can place too much emphasis on obtaining a diagnosis before support is available, creating barriers rather than removing them. Instead, the report advocates for strengths-based, needs-led approaches that enable learners to access support when they need it.
The Importance of Early and Ongoing Transition Planning
The report identifies transition as one of the most critical stages in a learner's journey. Contributors argued that planning should begin much earlier, potentially from Year 9 or Year 10, rather than being concentrated in the final year of compulsory education. Effective transition requires clear accountability, joined-up information sharing and personalised pathways that extend beyond enrolment and into employment.
Workforce Development as the Foundation for Inclusion
A recurring theme throughout the report is the need for sustained workforce development. Participants stressed that inclusive practice cannot rely on isolated training events or local expertise alone. Instead, there is a need for a coherent, quality-assured approach to professional development that equips educators and support staff with the confidence and skills to support all learners effectively.