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Children's News Feed

Automatically curated from DfE announcements, education news, and sector updates.

Early Years Identification 'Significant' for SEND Support at School

New research reveals that early years settings play a crucial role in identifying children with special educational needs and disabilities, directly influencing the quality of support they receive when transitioning to primary school.

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SEND May 20, 2026

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

Headteachers have warned that the government's focus on academic targets risks undermining proposed changes to special educational needs provision. The Association of School and College Leaders argues that an 'attainment at all costs' approach conflicts with efforts to support mainstream schools in accommodating more pupils with SEND.

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SEND May 14, 2026

Revealed: Uneven Split of £1.6 Billion Inclusion Fund Sparks Equity Debate

New analysis exposes significant disparities in how £1.6 billion in inclusion funding is distributed across local authorities. The findings reveal that some councils receive substantially more per pupil than others, raising urgent questions about fairness in SEND provision and resource allocation.

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SEND 4 weeks ago

Early Years Identification 'Significant' for SEND Support at School

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SEND 4 weeks ago

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

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SEND 1 month ago

Revealed: Uneven Split of £1.6 Billion Inclusion Fund Sparks Equity Debate

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SEND May 13, 2026

Early Dyslexia Identification 'Absent at Worst' in English Councils, Warns Charity Chief

The chief executive of the British Dyslexia Association, Ellen Broome, has warned that early identification of dyslexia in children is often inconsistent or completely absent across local authorities. New research reveals a significant gap in how councils identify and support this specific learning difficulty, prompting calls for systematic screening rather than optional provision.

SEND May 6, 2026

Early Years Funding Should Prioritise Child Need Over Parental Employment, Study Finds

A two-year research programme by the London Early Years Foundation reveals significant benefits for children with additional needs when early years funding targets developmental requirements rather than parental work status. The findings challenge current policy approaches and call for a fundamental shift in how England's childcare system is financed and delivered.

SEND May 1, 2026

NAHT conference: Ofsted, SEND and industrial action warnings

As it happened from team Schools Week in Belfast The post NAHT conference: Ofsted, SEND and industrial action warnings first appeared on Schools Week.

SEND May 1, 2026

Neurodiversity-affirming practice, part 1: How to provide fully-inclusive environments for neurodivergent children

How to really include neurodivergent children in your early years setting. By Cheryl Warren

SEND May 1, 2026

Supporting school readiness: Why neurodiverse children need to move before they can sit

Charmaine Champ, a Queen's Award-winning Registered Nurse in Learning Disability, highlights the importance of understanding sensory processing differences in early childhood education. She explains that for many neurodiverse children, physical movement is a prerequisite to being able to sit still and engage with learning, challenging traditional expectations of school readiness.

SEND Apr 30, 2026

Needs-Based Early Years Support: Why SEND Provision Shouldn't Depend on Parental Employment

Dr June O'Sullivan of the London Early Years Foundation argues that early years support must prioritise children's SEND needs over parental employment status. The BRIDGE Project demonstrates how targeted provision can transform outcomes for vulnerable children and families when funding follows actual need.

SEND Apr 30, 2026

Ofsted report cards disadvantage settings with higher SEND populations, analysis warns

New analysis of Ofsted's report cards indicates that early years settings and schools serving deprived communities or higher proportions of children with special educational needs and disabilities (SEND) are more likely to receive lower inspection gradings under the current framework.

SEND Apr 29, 2026

Small Changes, Better Communication: Practical Tips from Speech and Language Therapy

Simple strategies from speech and language therapists can transform how children with communication needs engage with learning and daily life. These practical, evidence-based approaches help families and professionals create supportive environments where every child can express themselves confidently.

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