School Leaders Warn 'Attainment-First' Policies Threaten SEND Inclusion Reforms

School leaders have raised serious concerns that the government's drive for academic achievement could undermine proposed reforms to special educational needs and disabilities (SEND) provision in England. Responding to a government consultation, the Association of School and College Leaders (ASCL) warned that an "attainment at all costs" culture creates conflicting pressures for mainstream schools being asked to welcome more pupils with additional needs. The union argues that current accountability measures prioritising exam results and league table positions may inadvertently punish schools for being inclusive, rather than supporting them to adapt to more diverse cohorts. This tension between rigid academic targets and the policy ambition of creating a more inclusive education system presents a significant implementation challenge, potentially discouraging schools from accepting pupils whose complex needs might affect attainment data. The intervention highlights a crucial policy contradiction at the heart of SEND reform: while ministers propose measures to help mainstream settings better support children with additional needs, simultaneous emphasis on academic metrics risks making inclusion financially and reputationally unviable for headteachers already facing tight budgets.