A senior minister has called for greater investment in special educational needs and disabilities (SEND) provision, after visiting a primary school in Essex praised for its inclusive approach.
Education Minister Georgia Gould visited West Thurrock Academy alongside local Labour MP Jen Craft, where she met pupils, teachers, and parents to discuss the challenges faced by families seeking support for children with additional needs.
“Too many families are feeling like they have to really fight for their children to get the support they need,” Gould said.
A System Under Pressure
The number of children and young people in England with an Education, Health and Care Plan (EHCP) is now at its highest level since the plans were introduced a decade ago. While the government has pledged to reform the SEND system, those changes have been delayed until next year to allow for further consultation.
Campaigners have voiced concern that the reforms could undermine EHCPs, though Gould reassured parents that ministers are “determined to listen” to families before finalising any changes.
Schools Leading the Way
At West Thurrock Academy, around 27% of pupils receive some form of SEND support — significantly higher than the national average. The school has recently received £100,000 in funding for a dedicated SEND building, designed to offer more targeted support and calm spaces for children with additional needs.
Head teacher Sam Proctor spoke candidly about how his own family’s experience shaped his approach:
“After my son was diagnosed with autism, I realised how many barriers families face. I was lucky to access services privately, but not everyone can. That made me determined to ensure our school meets the needs of every child.”
Proctor added that while special schools remain vital, they are “overwhelmed,” and mainstream schools must “step up” to be more inclusive.
“The reality is, money is running out — and goodwill is running out,” he warned.
Tackling Stigma and Inequality
Community advocate Sharleen Dacosta, from the Thurrock Family Forum, highlighted another important issue — the barriers faced by ethnic minority families accessing SEND support.
“When our children display behaviours that are not typical, there’s often a stigma — people think they’re just badly behaved,” she said. “We need more collaboration with culturally diverse organisations so that every family feels seen and supported.”
A Call for Early, Inclusive Support
Georgia Gould concluded her visit by emphasising the need for early intervention and inclusion within mainstream education.
“The change we want to see is that when a child is experiencing needs, support is available at the earliest possible point,” she said. “We’re really determined to work with families to get these reforms right.”
Why This Matters for Parents
For parents, this message offers both reassurance and a reminder: early identification and communication are key. If your child is struggling, talk to your school’s SENCo (Special Educational Needs Coordinator) as soon as possible.
Partnerships between schools and families — backed by government support — can make the difference between frustration and flourishing.
At Walnut Learning, we believe every child deserves an education that meets their unique needs. Supporting inclusion isn’t just a policy goal — it’s a community responsibility.