The Challenges Facing SEND Schools Across the UK

The UK’s special educational needs system is in crisis. With over 1.7 million pupils now identified as having special educational needs and demand continuing to surge, schools are struggling to provide the support that children desperately need. From chronic staffing shortages to delayed assessments and unsuitable learning environments, the challenges are profound and interconnected.At TG Escapes, we work closely with SEND schools across the country, creating bespoke SEN, SEND and SEMH classrooms designed around the specific needs of students with additional requirements. Through these partnerships, we’ve gained first-hand insight into the pressures educators face daily. This article examines the key challenges confronting SEND provision in 2025-26 and explores practical solutions that can make a real difference.

Staffing Challenges in SEND Schools

The UK is facing a significant crisis in supporting SEND children due to profound staffing challenges. A recent survey revealed that almost every state school in England is grappling with a shortage of support staff, with only six out of 922 schools surveyed reporting that they had no issues.

Teaching assistants play a vital role in supporting SEND students, yet demand for these positions far outstrips supply. Research from the National Foundation for Educational Research found that 63% of senior leaders from special schools reported finding the recruitment of teaching assistants “very difficult” – compared to 51% and 55% in primary and secondary schools, respectively. Special schools also reported substantially less success in filling all their teaching assistant posts within two months, partly due to the sheer number of posts they need to fill.

The Pay Problem

A major factor driving the crisis is pay. Office for National Statistics data shows the average full-time teaching assistant earned around £20,600 in the UK as of April 2024 – significantly below the £25,760 average for jobs requiring similar skill levels, and far below the £37,430 average for all full-time positions.

The impact is clear: schools are losing essential support staff to better-paying work in supermarkets and other retail settings. Caring for children with severe learning difficulties is a skilled, challenging job that requires competitive salaries – yet in many cases, councils simply cannot fund adequate pay.

A UNISON report based on survey responses from nearly 6,000 teaching assistants found that 45% were covering more classes in 2024 than the previous school year, with three-quarters saying that covering classes meant they ended up teaching rather than supervising. As Mike Short, UNISON’s head of education, stated: “Schools are so strapped for cash that heads are forced to use TAs as a cheap alternative to supply teachers. This is neither right nor fair on anyone involved.”

Teacher Shortages in Special Education

The staffing crisis extends beyond teaching assistants to the teachers themselves. A Teacher Tapp survey found that almost a third (31%) of teachers admitted they couldn’t provide enough support to SEN pupils, yet 88% of primary teachers want more help in this area. This gap between aspiration and reality speaks to a system under immense strain.

With inadequate numbers of specialist SENCOs and limited access to educational psychologists for assessments, mainstream teachers are often left to manage complex needs without sufficient training or support. The result is frustration for staff and, more importantly, children not receiving the help they need.

EHCP Delays and Assessment Backlogs

The effectiveness of Education, Health and Care Plans is crucial for supporting children with special educational needs, yet timely access to these plans remains a significant challenge. Government statistics published in June 2025 reveal the stark reality:

• Only 46.4% of new EHCPs were issued within the 20-week statutory timeframe in 2024 – down from 50.3% in 2023 and the lowest figure on record
• 638,700 children and young people now have an active EHCP as of January 2025 – a 10.8% increase from 576,500 in January 2024
• 7% of plans (equating to 6,230) took more than 52 weeks to complete in 2024

As Schools Week reported, the proportion of schoolchildren with an EHCP has now topped 5% for the first time, rising from 4.8% to 5.3% in the past year alone. Paul Whiteman, General Secretary of the National Association of Head Teachers, commented: “Families can face long waits for plans, then often a postcode lottery in support depending on how much funding their local authority offers schools.”

The Postcode Lottery

The variation between local authorities is stark. Freedom of Information requests revealed that eight councils met the 20-week deadline less than 5% of the time. In Windsor and Maidenhead, 95.3% of plans were issued on time, while in Surrey the figure was just 16.2%. Such disparities mean that a child’s access to support depends significantly on where they happen to live.

The Children’s Commissioner for England has expressed serious concern about the system, noting that tribunal appeals against local authority EHCP decisions reached an all-time high of 13,700 in 2022-23, with a record 98% found at least in part in favour of the family. “Over a quarter of appeals were against refusals by local authorities to conduct an education, health and care assessment in the first place,” the Commissioner noted.

Support Within Mainstream Schools

While specialist provision is essential for many children, the majority of pupils with SEND are educated in mainstream settings. Government data shows that 56.2% of pupils with an EHCP are now in mainstream state schools – continuing an upward trend since 2018. This places significant demands on mainstream teachers and support staff who may lack specialist training.

The Education Endowment Foundation has published guidance on improving outcomes for pupils with SEND, recommending five key strategies that schools should prioritise:

1. Create a positive and supportive environment for all pupils, with high-quality teaching as the foundation
2. Build an ongoing, holistic understanding of pupils and their needs through regular assessment
3. Ensure all pupils have access to high-quality teaching through reasonable adjustments
4. Complement high-quality teaching with carefully selected small-group and one-to-one interventions
5. Work effectively with teaching assistants to support pupils with SEND appropriately

These recommendations highlight the importance of whole-school approaches and properly trained staff – yet implementation remains inconsistent across the country. With fewer than one in ten mainstream schools having SEN units or resourced provision, according to government figures, there is significant scope for expanding specialist support within mainstream settings.

Funding Pressures and Budget Constraints

The financial pressures on SEND provision are severe. The total high needs budget for 2025-26 is £12 billion – an increase of almost £1 billion on the previous year. Yet despite this investment, the Institute for Fiscal Studies estimates that the gap between funding and spending was around £1.4 billion in 2024-25, with local authority deficits expected to reach £2.4 billion by 2027-28 without significant reform.

The Public Accounts Committee stated in January 2025 that the system for supporting children with SEN “is reaching, or arguably has already reached, crisis point” despite significant extra funding being provided. Local authorities have accumulated deficits of at least £1.5 billion, with many facing impossible choices between SEND provision and other essential services.

Between 2010 and 2024, the number of children with EHCPs being educated in independent special schools increased from 7,000 to 26,000 – a reflection of insufficient state provision pushing families toward expensive private alternatives, with councils often footing the bill.

Government Response: £3 Billion Investment

In December 2025, the government announced a transformational investment in SEND provision. Education Secretary Bridget Phillipson unveiled at least £3 billion in capital funding to create 60,000 new specialist places – the largest SEND capital allocation in a generation.

The funding, allocated between 2026-27 and 2029-30, will create:

• 50,000 places in mainstream schools – through “specialist, calm learning spaces” including breakout rooms, sensory-friendly environments for pupils with autism or ADHD, and resourced provision units
• 10,000 places in special schools – through special free school projects and alternative funding for local authorities to develop their own provision

Bridget Phillipson stated: “This £3 billion investment will transform lives. It will open the door to opportunity for tens of thousands of children with SEND, giving them the chance to learn, belong and succeed in their local community.”

The investment forms part of the government’s £38 billion commitment to the education estate from 2025-26 to 2029-30. To fund the expansion, a number of planned mainstream free school projects have been paused – reflecting falling primary pupil numbers and the government’s commitment to directing resources where they’re most needed.

Mixed Reactions

The announcement has received a mixed response. The Local Government Association welcomed the investment in mainstream specialist places, noting that children would be able to attend local schools with their friends. The NEU’s General Secretary Daniel Kebede said more places “ought to reduce waiting lists that cause misery and deep anxiety for parents.”

However, concerns remain. The GMB Union emphasised that “this money cannot come without investment in the workforce,” calling for an end to low pay for teaching assistants who support vulnerable children. SEND law charity IPSEA cautioned that investment in specialist units “does not address the growing threat to statutory rights” that families fear may emerge from forthcoming reforms.

Analysis from Special Needs Jungle noted that the previous government allocated around £3 billion in SEND capital grants between 2018 and 2025, suggesting this represents continuation rather than dramatic escalation. Questions also remain about whether the funding will be sufficient to create genuinely specialist provision, given the scale of need.

The Schools White Paper

Comprehensive SEND reform has been promised through a Schools White Paper, now expected in early 2026. Education Secretary Bridget Phillipson explained the delay in a letter to the Education Select Committee: “I have taken the decision to have a further period of co-creation, testing our proposals with the people who matter most in this reform – the families – alongside teachers and other experts.”

The government has outlined five principles that will underpin its reforms:

• Early – Children should receive support as soon as possible
• Local – Children should be able to learn at schools close to home
• Fair – Every school should be resourced to meet common and predictable needs
• Shared – Education, health and care services should work in partnership
• Effective – Reforms should be grounded in evidence, ensuring all schools know where to find effective practice

The December 2025 capital investment is intended to lay the groundwork for these reforms, with the White Paper expected to provide detail on how specialist places in mainstream settings will become “a core part of the local school offer in all parts of the country.”has suggested an additional £4.6 billion is required, while the National Education Union stated that funding would need to be £3 billion higher to meet previous standards.

Unsuitable Learning Spaces

Beyond staffing and funding, the physical environment plays a crucial role in supporting SEND pupils. Many schools are operating from buildings that were simply not designed with specialist needs in mind. Traditional classrooms may lack the acoustic treatment, sensory-friendly spaces, or accessibility features that SEND students require.

Research consistently shows that classroom design significantly impacts learning outcomes. For pupils with autism, for example, sensory overload from poor acoustics, harsh lighting, or cluttered visual environments can severely impair concentration and wellbeing. Children with physical disabilities may struggle in buildings without adequate accessibility features or hygiene facilities.

The challenge is particularly acute for schools experiencing rapid growth in SEND numbers. With permanent extensions often taking years to plan and build – and coming with substantial cost overruns – many schools find themselves without the specialist spaces they urgently need.

How TG Escapes Supports SEND Schools

Understanding the unique challenges faced by special schools, our team works on bespoke solutions tailored to assist children with specialist needs. From standalone classrooms to larger blocks with breakout spaces, canteens and more, our modular SEND buildings are meticulously designed to support various aspects of SEND, including communication, cognition, social interaction and physical accessibility.

Our design process for SEND classrooms incorporates:

• Easy navigation for wheelchair users with wide corridors and ramped access
• Sensory-friendly elements beneficial for students with autism or sensory processing issues
• Enhanced acoustic insulation to create calm environments
• Hygiene rooms with hoists for students with complex physical needs
• Quiet breakout areas for sensory regulation
• Adjustable furnishings that adapt to diverse requirements
• Natural light and biophilic design elements that reduce stress

Case Study: The Oaks Specialist College

Our most recent SEND project, ‘The Point’ at The Oaks Specialist College, opened in November 2025. This £1.82 million facility provides 435m² of specialist space for 18-25 year olds with learning difficulties, including five classrooms, a media suite, and workshop areas equipped with ceiling track hoists and accessible self-care facilities.

The project demonstrates the financial case for local SEND provision. Kent County Council found that educating a physically disabled learner locally at The Oaks costs £42,000 per year — compared to £141,750 for out-of-county placements. The new building delivers estimated savings of £1 million per annum for the local authority.

CEO Gordon Tillman said: “Our learners and staff love this building! It is spacious and light, looks stylish and is a million miles away from a boring ‘bog standard’ education building. Learners, their parents and our staff can see the ambition we have for our learners reflected in the style and quality of the building.”

Case Study: Hundred of Hoo Academy

Our work at Hundred of Hoo Academy demonstrates how thoughtful design can transform SEND provision. The school required additional specialist spaces to accommodate growing demand, and our team delivered a tailored solution that provided purpose-built learning environments while minimising disruption to the existing school community.

Case Study: Swalcliffe Park School

Swalcliffe Park School, a specialist provider for boys with autism and associated learning difficulties, has now commissioned three buildings from TG Escapes. Principal Kiran Hingorani noted: “The building itself fits really well into its natural surroundings and, in its own unique way, looks as stunning as the main school building. The boys love having their own space to enjoy their activities.”

The school’s decision to return to TG Escapes for multiple projects reflects the importance of finding a partner who genuinely understands SEND requirements – not just in terms of compliance, but in creating spaces where students can truly thrive.

Case Study: Mountfield Heath SEMH Building

Our first SEMH building at Mountfield Heath in 2022 showcased our ability to create therapeutic environments for students with social, emotional and mental health needs. The careful consideration of sensory requirements, adaptive ventilation and spaces supporting therapeutic pathways back to education demonstrated expertise that addresses the specific challenges facing SEMH provision.

The Advantages of Modular Construction for SEND

Traditional construction projects can take 12-18 months or longer, causing significant disruption to vulnerable students. Our modular classroom approach offers several advantages for SEND schools:

• Speed – Buildings can be delivered in as little as 6 weeks on-site, with much of the construction happening off-site in controlled factory conditions. This means less disruption to existing provision and faster access to the specialist spaces students need.
• Cost-effectiveness – Our transparent pricing approach provides fixed costs from the outset, helping schools and local authorities plan budgets with confidence. With SEND budgets under severe pressure, avoiding cost overruns is essential.
• Flexibility – Modular buildings can be designed to exact specifications and adapted over time as needs change. This is particularly valuable for SEND provision, where requirements may evolve as cohort needs shift.
• Quality environment – Our timber-frame buildings achieve net-zero operation as standard, with excellent thermal performance, natural light and acoustic properties that support SEND students’ wellbeing.
• Minimal disruption – We can work in live school environments throughout the academic year, with carefully managed construction that maintains safety while avoiding the noise and disruption that can be particularly challenging for SEND pupils.

Funding Your SEND Building Project

The government’s December 2025 announcement of at least £3 billion in SEND capital funding represents a watershed moment for special educational needs provision. Announced by Education Secretary Bridget Phillipson on 11 December, this investment aims to create 60,000 new specialist places – 50,000 in mainstream schools and 10,000 in special school settings – between 2026-27 and 2029-30.

The funding will support the creation of “specialist, calm learning spaces” in mainstream schools, including breakout rooms for children who need additional support and sensory-friendly environments for pupils with autism or ADHD who may feel overstimulated in busy classrooms. This focus on mainstream provision reflects the government’s goal of ensuring children can access support closer to home.

With capital budgets under pressure, understanding all available funding options remains essential. Schools and local authorities should consider:

• High Needs Capital Funding – The new £3 billion allocation will flow through local authorities to create specialist places in both mainstream and special school settings
• Condition Improvement Fund (CIF) – Available to eligible academies and sixth-form colleges for capital projects, including specialist SEND facilities
• High Needs Provision Capital Allocations – Local authorities receive dedicated funding for SEND places that can support building projects
• Section 106 contributions – New housing developments often include education contributions that can fund specialist provision

Our team has extensive experience supporting schools with funding applications for SEND buildings. We provide the detailed specifications, cost certainty and project timelines that funding bodies require, and have supported numerous successful CIF bids for SEND facilities.

Looking Ahead

The challenges facing SEND schools remain significant, but the government’s December 2025 announcement of at least £3 billion in capital funding signals a meaningful commitment to expanding provision. This investment – aimed at creating 60,000 new specialist places over four years – represents the most significant SEND capital allocation in a generation.

However, capital funding alone won’t solve every problem. The announcement has received mixed reactions, with some welcoming the focus on mainstream inclusion while others express concern about the pausing of planned special free schools. The GMB Union welcomed the investment but emphasised that “this money cannot come without investment in the workforce” – highlighting the ongoing staffing crisis that underpins many of the sector’s challenges.

Real, lasting change will require sustained investment in the SEND workforce, faster EHCP processes, and genuine partnership between schools, local authorities and families. The Schools White Paper, expected in early 2026, should provide further detail on how the government plans to address these systemic issues.

Physical infrastructure is one piece of the puzzle – and one where meaningful progress can now be made with the new capital funding available. Schools and local authorities have an opportunity to create the specialist learning environments that SEND pupils need, at pace.

If your school is exploring options for specialist learning spaces, we’d welcome the opportunity to discuss how we might help. Our free design consultation allows you to explore possibilities without obligation, drawing on our extensive experience creating bespoke SEN, SEND and SEMH classrooms.

Frequently Asked Questions

How many children in the UK have special educational needs?

Over 1.7 million pupils in England are currently identified as having special educational needs, according to Department for Education statistics from January 2025. Of these, 638,700 have an Education, Health and Care Plan – the highest number on record and representing 5.3% of all pupils.

What percentage of EHCPs are issued on time?

In 2024, only 46.4% of new EHCPs were issued within the statutory 20-week timeframe – down from 50.3% in 2023. Around 7% of plans took more than a year to complete.

How much is the government investing in SEND provision?

In December 2025, the government announced at least £3 billion in SEND capital funding – the largest investment in specialist school places in a generation. This aims to create 60,000 new specialist places (50,000 in mainstream schools, 10,000 in special schools) between 2026-27 and 2029-30. The investment sits alongside the £12 billion annual high needs budget and forms part of a £38 billion commitment to the education estate over five years.

Why are SEND numbers rising?

Multiple factors contribute to rising SEND numbers, including improved awareness and diagnosis of conditions like autism, growing child poverty linked to developmental difficulties, and the impact of the COVID-19 pandemic on children’s development. Better identification means more children can access support – though the system is struggling to keep pace with demand.

How can modular buildings help SEND schools?

Modular buildings offer SEND schools a faster, more cost-effective route to specialist provision compared to traditional construction. With typical on-site installation in 6-12 weeks, minimal disruption to existing students, and the ability to incorporate specialist features like acoustic treatment, sensory spaces and accessibility adaptations, modular construction provides a practical solution to urgent capacity challenges.