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As schools continue to navigate the challenges of rising SEND needs and limited budgets, collaboration has emerged as a key driver for sustainable and impactful solutions.
The third discussion in our Thought Leaders Series explored ‘SEND provision and the impact on budget and your teams’, led by hosts Jen Elliott (CEO, EPM) and Rachel Kershaw (Director of Leadership & MAT Development, EPM, with previous leadership in SEND services).
They were joined by expert panellists: Jude MacDonald (Trust Director, Peterborough Keys Academies Trust) who has worked across primary, secondary, and special schools; James Hutchinson (Headteacher at Foxwood Academy) bringing decades of experience in both mainstream and special education; and Nicola Carbert (SENCo at Abbey Primary School) who shared practical strategies for inclusion within a large primary setting.
Balancing needs and budgets
The challenge in delivering high-quality SEND provision within financial constraints was a key theme with 93% of attendees agreeing that SEND provision has a significant impact on staffing plans and budget. Additionally, over 61% of the audience felt that demand for SEND outweighs resources and were unsure how to manage it effectively – a clear indication schools are feeling the strain. "One in five pupils now has special educational needs, and demand is only increasing," Rachel Kershaw noted, a point backed up by James Hutchinson who has already undertaken 250 consultations this year for nine places in September.
However, as Jude MacDonald pointed out, “many mainstream schools are already doing more than they realise in meeting the needs of SEND learners”—from classroom layouts to display boards—without always recognising their positive impact or unrecognised cost.
Creative staffing and proactive budgeting were recurring themes. James urged schools to plan for inclusivity before September to avoid reactive spending later, “if the climate and culture in the school is ready to be inclusive, you’re on the front foot”. Adding to this, Nicola Carbert shared how Abbey School secured additional local authority funding by demonstrating the financial and educational value of keeping SEND pupils in mainstream settings. She reiterated the importance of developing strong relationships with local authorities in order to improve funding outcomes.
Partnering with specialists to keep pupils in mainstream
At Abbey, Nicola and her team recognised early on that keeping pupils in mainstream education required stronger ties with local specialists. “We have a high number of SEN children here at Abbey, and we want them to be here”, she explained. By forging a close partnership with a specialist school, they adopted a shared learning model that allowed children to dip into mainstream education while still receiving specialist support. Nicola also highlighted how this approach resonates with parents who want their children to thrive in mainstream education, “if they can experience the best of both worlds within the primary setting, it lays the foundation for bigger and better opportunities in secondary school.”
Jude went on to emphasise the wider impact of such an approach: “Not only does it save money, but these are now students who have a peer group.” The stark reality of the challenges faced by SEND pupils was underscored by James sharing some sobering statistics: these children are 50% more likely to experience chronic loneliness in adulthood, girls with moderate learning difficulties have a life expectancy nearly 30 years shorter than their neurotypical peers, and it's not because of conditions. It's because of no peer group, no employment, poor social housing, poor social mobility – aspects that can be addressed in mainstream, particularly the peer group.
“It’s a win-win to keep children with learning difficulties in mainstream as long as we can, and even if we can't keep them all in mainstream, then let's work with special schools to create some sort of system where we can learn from each other”, he emphasised.
This collaborative approach also extends beyond pupils to benefit staff. “In our high-needs classrooms, the TA and teacher will also spend time with mainstream groups to maximise those key skills of being in mainstream”, Jude shared. This ensures that staff remain adaptable, equipped with a broad skill set, and able to support seamless transitions between different learning environments.
The staffing challenge
With 60% of attendees identifying the use of TAs and specialist staff as the biggest factor in effective SEND provision, the importance of staffing cannot be overstated. However, recruiting and retaining experienced SEND staff remains a significant challenge, with 40% highlighting retention as their main concern.
“TAs and SENCos are in short supply,” noted Jen Elliott. Schools must ensure that those working closely with SEND pupils are properly trained and given the time to plan, reflect, and improve.
Jude explained, “we should always be asking ‘are these learners disproportionately taught and educated by untrained staff?’, not just the teachers but the people we’re asking to do social skills.” Too often, untrained staff are placed in high-needs roles without the preparation or support required “and then we wonder why it doesn’t work,” she added.
James reinforced this, highlighting the vast learning gap between SEND and non-SEND pupils: “That gap is 50% bigger than the pupil premium gap. To close it, SEND children need to be in front of the most qualified person in the room, which is often the teacher.” To move away from the model of TAs being attached to just one individual pupil, an inclusive approach where all adults support all the children has proven more effective, he went on “a rising tide raises all the ships and that’s how you improve outcomes and narrow the gap”.
Retention through wellbeing and support
Echoing insights from our previous Thought Leaders discussions, the panel reinforced that retention isn’t just about recruitment—it’s about creating an environment where staff feel supported, valued, and equipped to succeed. “It’s about meeting staff at the end of the day. Checking if they are ok? If they need anything. They’re almost super-powered people but we have to keep fuelling them by looking after them and making sure that they enjoy coming to work”, James noted.
Nicola shared how Abbey prioritises wellbeing: “With the high number of complex needs we support, we recognise the impact on staff. We make sure everyone gets more regular breaks, offer respite where needed, and ensure leadership is present and hands-on.” This approach has led to low staff turnover and a high level of expertise within the School. A clear and targeted recruitment strategy has also been essential—not just in attracting the right candidates but in retaining them. By ensuring job advertisements clearly outline role expectations and required skills from the outset, schools can set candidates up for success and build a stronger, more sustainable SEND team.
A culture of continuous improvement
A common theme throughout the discussion was that there’s no single quick fix—schools must remain flexible, proactive, and willing to adapt. Rachel summed it up well: “It’s about trying, not being afraid to change, and focusing on an inclusive approach for both pupils and staff, particularly within some complex situations where staff have the backing of the school and the senior leadership.”
Jude shared an example of a simple but highly effective strategy used at Peterborough Keys: an easy access database that provides teaching staff with instant, regularly updated guidance on how to support individual pupils. Reviewed every six weeks, this tool also plays a crucial role in ensuring smooth transitions for children moving between schools within the Trust.
Nicola also stressed the importance of financial planning and a creative approach: “I always feel better when I know where I stand in terms of finances. Working with my headteacher and business team, I have a target funding amount to bring in, and I collaborate with governors, local authorities, and grant providers to meet that goal.”
Final thoughts
As schools look to the future, our panellists left us with some key takeaways:
- James: “Be brave and take a risk. If we always do what we’ve always done, we’ll always get what we’ve always got—and right now, it’s not working.”
- Jude: “Upskill the teaching staff. Build the confidence that they know how to meet those needs, because so often we hear that they can’t but actually they can, and they are.”
- Nicola: “Collaboration and CPD are crucial. Know your budget, know your needs, and work strategically with all stakeholders.”
SEND provision remains one of education’s greatest challenges, particularly in terms of achieving the balance for parents, pupils, budget, and your staff. But, with the right strategies and a commitment to collaboration, schools can build inclusive, sustainable solutions that truly make a difference. Small shifts can lead to big improvements, and the first step is recognising the impact of what’s already working.
You don’t have to face the challenge of balancing budgets, staffing, and SEND provision alone. Our team offers expert guidance on smarter budgeting, stronger recruitment, and impactful training to help you build a strategy that supports the needs of your School or Trust. Talk to our Leadership & MAT Development Team for more details.
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