Recent estimates of deficits in councils’ DSG budgets suggest that the challenges faced by SEND services in balancing their books are becoming increasingly difficult. It is now not unusual to see projected deficits, based on a trend analysis if a council were to “do nothing”, reaching over £200 million by 2029/30.
However, whilst it is still possible to find financial opportunities in improving specific parts of the system, it is becoming ever more apparent that a whole-system approach is required to meet the challenge.
But what do we actually mean by a “whole-system approach”?
To help, let us reflect on the messages from the recent National Theatre tour of An Inspector Calls. In a play as relevant today as it was when written in 1945, J. B. Priestley explores how our actions as a society towards each other have wide-reaching consequences, in this case, on one individual, Eva Smith.
Let us consider this in relation to how we support children and young people with SEND. How often do we see cases where decisions are made, or systems designed, that lead to a child or young person being unable to cope in a mainstream environment, and as a result, experiencing poorer outcomes and not feeling included in their own communities?
Conversely, just imagine the positive impact we could have if we were able to adapt, be inclusive, and support one another as part of “One Society”. J. B. Priestley was not talking about DSG deficits in 1945, but he was speaking about our responsibilities to support the more vulnerable members of our society.
Councils know they must continually review processes and address any instances of avoidable spend. What we also need now, however, is a widespread behavioural shift and a change in approach by partners and communities, finding every possible way to empower and support themselves, along with children, young people, and their families, to meet need without automatically viewing an EHC assessment or statutory intervention as the solution to everything.
There is no doubt we are seeing a sharp rise in the presentation of additional needs, far more prevalent than even a short time ago. For many complex reasons, this increase is unlikely to diminish any time soon.
But surely, the more we accept this as the new norm, the more we should focus on supporting schools and settings to identify, respond to, and adapt teaching and pastoral approaches early and preventatively, this too becomes standard practice. Similarly, Family Hubs, with a clear early help offer in respect of SEND, have a vital role to play in community-led approaches that complement those of schools and settings.
This approach is as crucial to managing needs and budgets as any financially driven efficiency exercises. It also affirms that children and young people with additional needs deserve to be educated and included in their own communities, where we all, as a society, have a duty to support them.
In the words of Inspector Goole, “We are members of one society. We are responsible for each other.” And whilst his dire warning at the end is focussed on the future of society as a whole, he could indeed have been speaking about the future of DSG budgets after all.