We are delighted to share the reflection of James Searjeant, Headteacher at Wyborne Primary and Nursery School and member of our National Education Leaders Council, about SEND and accountability structures and systems.
A Headteacher’s Call for a Rethink on SEND and Accountability: A Plea for Change
As the headteacher of a proud and inclusive mainstream primary school, I am writing with a heartfelt plea for reform in the current assessment and accountability system that is deeply impacting our ability to provide the best for our children with Special Educational Needs and Disabilities (SEND).
Our school, soon to support over 30 children with Education, Health and Care (EHC) plans, is a testament to the value of inclusive education. We are committed to ensuring that all children, regardless of their needs, thrive academically, socially, and emotionally. However, despite the exceptional progress many of our SEND children make, the current system fails to reflect their growth accurately and fairly.
In our current Year 6 cohort, we have 8 children with EHC plans. These children have made tremendous strides since Key Stage 1, but it is highly unlikely that they will meet the national expected standard at Key Stage 2, some will also not sit the tests. This is not due to a lack of effort, or a failing on their part, but because the rigid, one-size-fits-all assessment system is not designed to accommodate the diverse needs of SEND children. Despite this, their results (even those who do not sit) will still be included in our overall published school outcomes, distorting the true picture of their progress. This is deeply unfair—not just to the children, but to the families, staff, and the very ethos of inclusion that we work tirelessly to foster.
Our results are cohort-led, yet children are so much more than a score. They are individuals with unique strengths, challenges, and potential. The current system does not celebrate their journey or recognise the effort put into ensuring their personal development. Instead, schools are punished for not meeting the national average, regardless of the specific challenges they face. As a school leader, I am often called to explain and justify why our outcomes fall short, and this process is often feels punitive. It’s a demoralising cycle that undermines the hard work and dedication of our teachers and staff, and the aspirations of our families.
The reality is, until schools are no longer judged on standardised test scores, the SEND crisis will persist. This narrow focus on attainment distorts the public and governmental understanding of inclusion, and hinders our ability to fully embrace the diversity of needs within our classrooms. As a school leader, I am fighting every day to create an environment where every child, regardless of need, has the opportunity to succeed. But the weight of unrealistic accountability measures makes this an increasingly difficult battle.
Having been a headteacher for over ten years, I can say without hesitation that this system is increasingly soul-destroying. It chips away at my morale and the morale of my colleagues who are deeply invested in doing what is right for children. We need a system that celebrates the growth of every child—not one that penalises schools for the very diversity that makes them stronger.
The call for evidence on curriculum and assessment has now closed, and policymakers are in the process of deciding the future of our education system. This is a critical moment. I urge those responsible for shaping the direction of education to seriously consider the voices of school leaders who are on the frontlines, navigating the complexities of inclusion every day. The current system fails to capture the diverse ways in which SEND children progress, and until this is addressed, the inclusion and SEND crisis in mainstream settings will continue.
As we start 2025 and anticipate the curriculum and assessment review findings, I am still pondering what the new year will look like for our most vulnerable pupils. The outcomes for SEND children are not just numbers; they represent real children, with real lives, and real futures at stake. We need a system that truly reflects their growth, their potential, and the hard work they put into their learning.
We need a system that reflects the true achievements of every child, regardless of their starting point. The rigid focus on standardised outcomes does not account for the individual journeys our SEND children take. It is vital that the voices of school leaders and those working directly with SEND children are considered as you make decisions about the future of curriculum and assessment.
This is not just about improving academic outcomes; it is about creating an educational landscape that values the individual growth and development of every child, not just their test results. Schools must foster a sense of ‘belonging’ for all. We must shift the focus from accountability measures that penalise schools for embracing diversity to a system that supports us in fulfilling our inclusive mission.
I ask policymakers to ensure that future reforms genuinely reflect the needs of SEND children and allow schools to celebrate their growth in meaningful, holistic ways. The time for change is now.
I also invite other school leaders, particularly those committed to SEND inclusion, to join this conversation. Together, we can help create a more just, equitable, and inclusive system for all children.
