Every Child To Succeed

Published: February 27th, 2026

It’s here – the biggest SEND shake-up for a decade. But will it work we ask? Can we really emerge in 2035 with a system that is absolutely right for each school learner? Having read a leaked BBC article, listened to Radio discussion (23.2) and read ‘Special Needs Jungle’ reviews of the proposals, it is clear that not everyone is feeling confident. So, is Bridget Phillipson on the right track to help every child succeed? 

It appears that from 2029 onwards, pupils with SEND are to have their support plans reviewed on leaving primary school. Understandably, many parents are fearful of their child’s Education, Health and Care Plan (EHCP) possibly being ceased on entry to secondary education. We can only hope that such decisions, based on eligibility rules and definitions, continue to fully reflect individual needs – rather than government finance.

Inclusion is rearing its head as a major issue, as the idea is for far more children to be educated in mainstream. As Phillipson rightly says, “a great school can lift the lives of all children.” She further talks about – the disadvantage gap being too wide, pupil’s backgrounds counting for too much, as well as “aspiration and ambition for all.” Are these changes a final opportunity for the government, society at large, and parents to work together and enable every child to succeed? “I am for all children,” Ms. Phillipson further says in her speech. But now she has to prove it. 

This year is also the ‘National Year of Reading’ – an opportunity for us all to get behind the reading wheel, because, without reading, success for any child can never, ever happen.

There is little doubt in most minds, especially those of parents with SEND, that the current system fails children – and also fails schools. So let’s look at this from a philosophical angle. I believe that inclusion should be a first priority. Why? Because if children are not included at school, they are unlikely to become included as working adults. And work is a general goal for all young people, including those with SEND.

Exclusion from society can be dangerous to mental health and well-being – and we have seen far too many instances of what deviant behaviours can arise from young people’s perceived lack of well-being.

So, I believe that Bridget Phillipson is right to focus on children with SEND being  educated in mainstream – as far as reasonably possible. There will always be children whose needs are more extreme and complex: for whom specialised, often sensory learning, facilities cannot reasonably be provided in mainstream.

So, back to the philosophy of inclusion: back to thinking of this as not simply a word – but an ideal. One that aims to enable all children to succeed to the best of their abilities. And therein lies the first problem – no one size fits all. Not every child’s potential can possibly reach ‘top set’ standard – however hard teachers try. Therefore, idealism and realism must hold hands and become firm partners, if inclusion is to work for all. 

So the first priority, in my view, is to teach all children HOW to be included. We have heard a lot about children who arrive in the Early Years ‘not school ready’. Aside from such issues as toilet training, inadequate speech and language has, since Covid, been a serious issue in Reception classrooms. Inclusion also depends upon a child having the social skills that underpin and enable school-based learning – working well with others in pairs and groups, good listening, positive behaviours and respect towards all adults working with them. So, during these early years, while the young brain is still being built, every child must come to understand what is meant by ‘inclusion’. For some, such skills and behaviours need to be explicitly taught. What, for example, represents ‘good listening?’ What is ‘paired reading?’

And here is where parenting enters centre stage. I have long campaigned for parents to be far more involved in their child’s education: which is why I wrote my series of five books (Parents: Help Your Child Succeed) – covering SEND, EYFS, and Key Stages 1 to 3. These books are written especially for parents, on the basis that knowledge is half the battle – so knowing the SEND system, and what is taught at each stage, enables any parent to be more involved in their child’s learning. School and home must be joined up. 

So, three major issues underpin my personal philosophy of success for all. Firstly, the ideals (aiming high for every child!) must be matched with realism: starting with accurate assessment and fully resourced Individual Support Plans (ISPs). The old adage, ‘assess, plan, do, review,’ must be made to work on an individual basis. 

Secondly – reading. Inclusion for all cannot happen without every child gradually becoming an accomplished reader. Yes – even children identified as Dyslexic, can be taught to read, given appropriate teaching and support. Reading must fly its flag in every school – with a  capital ‘R’. 

Thirdly – parents. Schools must reach out with open arms – not just to all parents in general, but to those who struggle with ‘good parenting’. School and home must become more joined up. Learning is not confined within school gates.

Of course, none of this can ever happen without the right people. Learning is not an AI endeavour (and hopefully never will be). Any school within which its human army of well-trained class teachers and teaching assistants, SENCOs, other SEND specialists (EPs, Speech and Language Therapists), parent-support staff, and parents themselves, all focus together on making inclusion fully effective for every child – WILL enable every child to succeed. 

Other issues – Resourcing? Is the additional four billion enough? Does the National Curriculum also need an overhaul? Have Dickens and Shakespeare had their day, with regard to SEND issues and learning?

As I listened to the radio this morning, some of the parents’ comments were heartbreaking. “I want to understand how my daughter’s brain works,” said the father of an autistic girl. Do parents therefore need courses delivered by SEND specialists on how to understand and work with their child’s area of disability? I think some do.

SEND in schools is about to undergo ‘root and branch’ reform. So, this time, let’s get it right. All children CAN achieve their best when the right system is put in place – and the right people are fully trained, using co-operation rather than conflict, to make that system work. 

A final point. Inclusion is all about making people and systems operate effectively together – creating that sense of belonging that we all need. 

Let’s do it – let’s make every child belong – and succeed! 

 

« Back to Blog