We must reach families early to curb SEN cases

The increasing number of children with special educational needs (SEN)is causing real concern – but much of the discussion is missing the point. The debate has focused on the way that needs are assessed, funded and supported in school. That is important, of course, and the present system does not work particularly well. There are claims of over-diagnosis to secure funding and to improve comparators for performance tables and Ofsted inspections. The pressures on schools make these claims understandable. But the underlying issue for schools and teachers is about how they can help children with SEN make the best progress.

Taking a personal example, my achievement in primary school fell off rapidly in what are now Years 5 and 6. No one had noticed that I just could not read from the blackboard, and that all I needed was spectacles – and I was too shy to say what was wrong. When I was given some, my life was transformed, although I was then subjected to some short-term bullying and name-calling – “goggle eyes”. Now, I’m not saying that all additional needs are as simple to meet as mine, just that effective early assessment and support are critical – not the labels we give.

But the real issue is the increasing number of children arriving at school with developmental delay – poor toilet training, lack of language skills, poor socialisation and poor behaviour. The empirical evidence seems to be that while schools can address these needs, there remain long-term detrimental effects for these children – many of them stay on the SEN register for their school career. And with what we know about early brain development, that is not surprising.

If parents don’t stimulate their children’s mental development by talking, playing and reading with them, that seems just as abusive as neglecting their physical needs. We must address this through early work with families. Children’s centres are one starting point, but we need every agency, including health visitors, to focus on family support. And the school curriculum should deal with these matters too, so that young people know about these things well before they become parents themselves.

John Freeman CBE is a former director of children’s services and is now a freelance consultant  

Read his blog at cypnow.co.uk/freemansthinking