Government reforms should ensure that resourced provision units to support pupils with speech and language challenges in mainstream schools are available nationally, according to a new report.
The Speech and Language UK charity has published an today making recommendations ahead of national plans for reform of the SEND system expected later this year.
The report warns that too many people who work with children with speech and language needs have not “been given the training or the tools they need to help”.
It says that teachers are often not trained to spot issues and offer support.
Postcode lottery for families
The charity warns that this can mean school can be tough for children with speech and language challenges, who “can find it impossible to keep up with their lessons or make friends”.
It highlights that there are not enough speech and language therapists or specialist speech and language teachers, and, as a result, families can face a postcode lottery when seeking help.
The report, published today, also says that rigid behaviour and attendance policies in schools can mean children are “often punished for things that aren’t their fault, like not following instructions”.
Speech and Language UK has called for resourced specialist provision within a mainstream school to be offered to all age groups.
It adds: “We need more of these units, not fewer, staffed by specialist teachers as well as speech and language therapists, and available nationwide.”
The report says that educators need clear criteria from government “on what good looks like, and a national programme to help schools develop high-quality new units”.
A 2024 Vlog investigation highlighted concerns that mainstream schools need more funding and guidance to run specialist provision within their schools.
Resourced provision is for pupils who will still spend more than half of their time in mainstream classes, whereas pupils in SEN units in mainstream schools will spend the majority of their time in a unit.
The charity report also calls for ministers to ensure that every school has access to specialists, including speech and language therapists and specialist teachers with extra qualifications and training.
The report notes that teachers of children who are deaf or who have multisensory challenges take specific qualifications for those jobs. It adds that this should be the same for teachers specialising in speech and language challenges.
And it calls on the government to ensure that it delivers enough quality special schools for children with complex speech and language challenges across England.
Vlog revealed earlier this year that the government was assessing whether to keep education, health and care plans (EHCPs) as part of its planned SEND reforms.
Protecting children’s rights
In its report, Speech and Language UK says the current EHCP process is far from perfect, but adds that children’s rights must be protected.
It states: “Families should get free advocacy during the EHCP process, rather than having to become experts by themselves. Schools, nurseries and colleges should be inclusive overall, so every child with speech and language challenges can succeed.”
Jane Harris, chief executive of Speech and Language UK, said: “Imagine a future where every child feels understood at school, excited for lessons and confident they belong. That future is within reach if government hardwires speech, language and communication into SEND reform.
“Our alternative White Paper gives ministers a practical route map - and a mandate from the people most affected.”
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