Why we urgently need more specialist teaching in mainstream schools.

Why We Urgently Need More Specialist Teaching in Mainstream Schools

By a Parent and Advocate | Independent SEND EHCP

As a parent who has experienced both educational systems—before and after the 2014 reforms—and now as an advocate for other families, I can say with confidence: the need for more specialist teaching in mainstream schools has never been greater.

We are not asking for favours or luxuries. We are asking for the basics—access, inclusion, and the right support for children who can learn the curriculum but need assistance to do so.

Understanding the Shift: From Statements to EHCPs

In 2014, the Children and Families Act replaced Statements of Special Educational Needs with Education, Health and Care Plans (EHCPs). The aim was noble—to integrate education, health, and care into a single coordinated plan. The promise was that EHCPs would be “person-centred,” legally enforceable, and more robust than previous statements. All existing statements were to be transferred to EHCPs by April 2018.

A Noble Intention Meets Reality

However, in practice, many families, including mine, have found the post-2014 system to be more bureaucratic and adversarial. It often feels disconnected from the real needs of families and children. The promise of a more effective system has not materialized.

The Forgotten Children: Cognitively Able but Unsupported

In my professional and personal experience, I regularly meet children who are bright, capable, and curious. These children may have dyslexia, autism, ADHD, speech and language disorders, or sensory differences. They can follow the curriculum but only if it's presented in an accessible manner.

Without specialist support, these children fall behind—not due to a lack of ability, but because of barriers the system fails to remove.

The Growing “Missing Middle”

This group, often referred to as the “missing middle,” is increasing. These children are too academically capable for special schools yet lack sufficient support to thrive in mainstream settings. Often they are unjustly labelled as disruptive or lazy, when in reality, they are unsupported learners struggling in an unsuitable environment.

We Had the Right Idea—But We Lost It

When my eldest child had a Statement of SEN, they attended a mainstream school with a dedicated Speech and Language Unit. This unit made inclusion a reality. It allowed for specialist teaching and therapeutic input without uprooting children from their communities or peers.

The Decline of Specialist Units

There were previously more schools with attached ASD bases, language units, and resource hubs. These were not merely add-ons; they were lifelines for children needing support. Unfortunately, many of these units have largely disappeared. Some have been absorbed by larger institutions, while others were closed due to funding cuts or the free rein of academies.

The consequence of this decline? An increase in placement breakdowns, mental health crises, and a wave of tribunal appeals.

Specialist Teaching Isn’t a Luxury—It’s a Right

So, what do I mean by specialist teaching?

• Trained Teachers: Educators with training in dyslexia, speech and language support, autism, and sensory integration.

• Integrated Therapists: Professionals who work as part of the school day rather than just visiting once a term.

• Smaller Group Lessons: Co-taught lessons for students who need extra processing time or a reduced demand.

• Curriculum Differentiation: Empowering approaches that enable children to demonstrate their knowledge without feeling patronized.

  
  

This isn't about lowering expectations. It is about removing barriers that hinder children from showcasing their true abilities.

What Needs to Change—Now

While the Government often speaks about “early intervention” and “mainstream inclusion,” these goals are hollow without the necessary staff, training, and resources to implement them effectively. We need:

• ✅ Restoration and expansion of specialist units attached to mainstream schools.

• ✅ Mandatory Level 7 training for SENCOs and dyslexia specialists in every school.

• ✅ Clear and quantified provisions in EHCPs, detailing staffing ratios and service frequencies.

• ✅ Real accountability for Local Authorities that continually fail to deliver services.

• ✅ National investment in recruiting and retaining specialist teachers and therapists.

  
  
  
  

Final Thoughts: From Parent to Policy Advocate

Having lived through both systems, I’ve seen what works—and what doesn’t. I now dedicate my efforts to help other families advocate for the provisions that used to be more accessible. My experience reinforces the notion that the system is broken.

We don't need more promises. We need practical infrastructure: therapists, specialists, and trained teachers back in our schools. Provision must be designed around need, not cost. Most importantly, we need a system that views children with learning differences as learners rather than burdens.

We are not asking for more than our children deserve. We are advocating for what once existed and must be reinstated.

📢 If you are a parent, carer, or educator who agrees that specialist teaching must return to the heart of mainstream education, I invite you to share this post. Join the conversation and let’s turn lived experience into lasting change.

🖊️ Need help writing or reviewing your child’s EHCP? I offer independent, parent-led support grounded in legislation and lived experience. Get in touch via the contact page.