Navigating the Challenges of SEND Funding: How School Governors can Make a Difference
Over the last few years there has been a marked increase in the number of pupils identified as having special educational needs (SEN). This includes both pupils with Education, Health and Care Plans (EHCPs) and those receiving SEN support.
The scale of this increase – as highlighted by the National Audit Office – puts considerable pressure on school funding. Delays in EHCP applications are common, and the financial strain this causes is deeply felt across our schools.
This is where governors play a vital role. Strategic oversight and financial stewardship are more important than ever in navigating these challenges and ensuring the needs of all pupils are met.
Understanding SEND Funding
SEND funding comes from multiple sources, including the mainstream school budget – notably the notional SEN budget – and the high needs funding allocated by local authorities. It’s crucial to remember that the notional SEN budget is a planning guide, not a cap. Schools remain legally obligated to meet pupils’ needs regardless of this budget.
However, the funding environment varies significantly depending on where you are in the country. In Suffolk, for example, schools can apply for high needs funding every term, and this is available to both pupils with EHCPs and those receiving SEN support. In contrast, Tower Hamlets generally only allocates high needs funding to a school after an EHCP is in place – and this process can take more than a year.
This places a heavier financial burden on Paradigm’s London schools, which often must fund support internally while waiting on EHCP decisions that are not guaranteed.
Emerging Trends and Local Insights
Internal analysis reveals important trends in this area:
- An overall increase in the percentage of pupils with SEN, consistent with both national and local patterns.
- A lower proportion of pupils receiving SEN support in the Tower Hamlets schools compared to the average number in the borough, which may indicate issues with identification practices.
These variations highlight how important it is for governors to be well informed in the area of SEND.
How Governors Can Make a Difference
A governor can engage effectively by:
- Understanding the school’s SEN profile
Regularly reviewing data on EHCPs, SEN support, and the specific needs of pupils. - Scrutinising SEN spending
Ensuring funding, including the notional SEN budget, is being allocated in alignment with actual pupil needs. - Engaging with local authority funding processes
Familiarising themselves with local timelines, criteria, and procedures to help ensure timely and accurate funding applications. - Championing early identification
In areas like Tower Hamlets, where EHCP processes are slow, early identification is critical to getting the appropriate support. - Monitoring financial sustainability
Understanding the costs of different SEN models, such as specialist units or intervention classes, and ensuring they are financially viable in the long term.
Strategies at Paradigm Trust
Paradigm is taking a number of proactive steps to meet these challenges head-on:
- Reviewing and streamlining high needs application processes to reduce delays and maximise funding.
- Using tools like Edukey to rigorously track SEN-related costs and funding, ensuring a sustainable approach.
- Maintaining a close watch on pupils receiving SEN support to identify those who may become eligible for top-up funding.
- Applying a strong early intervention strategy in schools to enable pupils to reintegrate into mainstream classes with reduced support, demonstrating the long-term value of timely and effective SEN provision.
While the financial landscape around SEND remains complex and often challenging, Paradigm Trust is confident of overcoming these difficulties by working together. With informed governance, proactive leadership and a relentless focus on early intervention, we can continue to create inclusive, supportive environments where every child has the opportunity to thrive.