The SEND Crisis: A Solution Hiding in Plain Sight?
- Richard Whitehead
- Mar 15
- 3 min read
Updated: Mar 27
The UK’s special educational needs (SEND) system is in crisis. That much was made clear in Education Secretary Bridget Phillipson’s speech at the Association of School and College Leaders (ASCL) annual conference this weekend. As reported by The Guardian (read the full article here), the government is planning to overhaul the 2014 Special Educational Needs and Disabilities (SEND) reforms, which have left local authorities struggling under a projected £5 billion SEND funding deficit.
While the focus of reform is on making mainstream schools more inclusive and ensuring early intervention for children with additional needs, one crucial question remains: What proven solutions are already available that can reduce the strain on SEND budgets?
How Davis Learning Strategies (DLS) Can Help Improve SEND Outcomes
Davis Learning Strategies (DLS) is a research-backed, classroom-based approach designed to help children develop strong literacy skills, self-regulation, and learning independence at an early age. By implementing DLS in primary education, schools can reduce the number of children who later require costly SEND interventions and Education, Health, and Care Plans (EHCPs).
As The Guardian article highlights, one of the major failings of the current SEND system is that parents must “fight really hard” to access the support their children need. DLS offers a proactive alternative—empowering students with the tools to succeed before learning difficulties escalate, thereby lowering the demand for high-cost, late-stage interventions.
Axel Gudmundsson, a leading expert in Davis methods, has written extensively on the financial and practical advantages of mass implementation of DLS. His article, DLS Can Free Up Resources in Education (read it here and/or watch the video summary below), explains how early intervention using these strategies can significantly reduce the number of struggling learners while freeing up vital educational resources.
The Case for Early Intervention in SEND Education
Phillipson states that her priority is “better outcomes for children”. If that’s the case, then the government should prioritise preventative solutions that stop learning difficulties before they start. Research shows that early intervention in literacy and cognitive development significantly improves academic success, reduces the need for EHCPs, and leads to better long-term outcomes for neurodivergent learners.
Key Benefits of Davis Learning Strategies for Schools and SEND Reform:
Reduces the need for EHCPs and costly interventions by equipping students with simple but effective self-regulation and literacy skills at an early stage.
Improves mainstream school inclusion by supporting a broader range of learning styles.
Frees up SEND resources for students who need more intensive, specialised support.
Reduces the financial burden on local authorities, preventing SEND-related budget deficits.
Proven track record of success in schools that have adopted DLS, with fewer students requiring specialist intervention later on.
A Call to Action for Sustainable SEND Reform
If the government is serious about reforming SEND
provision in a way that is both financially sustainable and truly beneficial for children, it must invest in preventative, classroom-based solutions like DLS. Schools that have implemented these strategies have seen dramatic reductions in special educational needs referrals, improved educational outcomes, and more empowered, independent learners.
As the SEND funding crisis dominates the headlines, let’s make sure policymakers focus on solutions that don’t just patch up the system but transform it for the better.
Learn more about how Davis Learning Strategies could be the key to sustainable SEND reform: DLS Can Free Up Resources in Education.
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