A scheme aimed at providing more external support for pupils with SEND in mainstream schools should see “time limited” support from experts, new government guidance has said. Town halls must develop an “experts at hand” service that will see health professionals and specialist teachers made available to support SEND pupils in mainstream schools. Government is giving £1.8 billion to councils over the next three years, with delivery from September. The DfE has set out how local area partnerships – made up of councils and local NHS boards – should develop their offer in year 1. Members of the expert panel to develop national inclusion standards and specialist provision packages have also been announced. Dr Anne Gordon will be the health-co chair alongside the government’s inclusion tsar, Tom Rees. 1. ‘Time limited’ support New guidance has fleshed out the role of experts at hand, which should include speech and language therapists, occupational therapists education psychologists or trainee education psychologists and specialist teachers from special and AP settings. Guidance says: “In most cases, support from the experts at hand offer should be time-limited, with the aim of building the skills and confidence of settings so they can effectively support the child or young person independently.” Different LAs will receive grants depending on their existing workforce capacity. The DfE will look at evidence of shortages, current use within the local systems, and the extent to which expertise targets unmet needs in mainstream provision, as set out in a local SEND reform plan. 2. ‘Highly specific’ one-to-one support Guidance sets out how experts will support individual pupils, staff members and system-level change. Councils and health bodies must publish a local offer setting out how these three layers will be supported through experts. Pupils could be supported through “light touch assessment”, observation and individualised support, as well as in group or whole-class interventions. Experts can also support transitions and reintegration. Guidance says that time-limited one-to-one support may be provided, but only where needs are “highly specific or where the geographic isolation of the setting makes group delivery impractical”. 3. Embedding inclusive practice Experts at hand should also support settings and staff to embed inclusive practice through training and coaching. They could observe classrooms and give feedback, adapt teaching approaches and curriculum and help develop specialist roles within a school. At a system level, councils should set up “clear routes to access advice and guidance” such as helplines, drop ins or digital platforms. 4. Expert panel announced The DfE has also announced all members of the expert panel which will develop national inclusion standards and specialist provision packages. The standards will be used to embed consistent practice across mainstream settings, while the packages will inform what provision is needed for a pupil accessing an education, health and care plan. Dr Anne Gordon, a consultant occupational therapist has been announced as the health co-chair of the panel. Tom Rees, the DfE’s inclusion tsar, was announced as the education co-chair in March. The full panel is: Alison Stewart, Deputy Director of Children’s Services for the South West London Integrated Care Board Professor Susana Castro-Kemp, Professor of Inclusion at the University of Birmingham Professor Courtenay Norbury, Vice Dean for Research, Faculty of Brain Sciences and Professor of Developmental Disorders of Language and Communication at University College London Katherine Walsh, Director for Inclusion at River Learning Trust Ben Bastin, Chair of Natspec and Head of Treloar College Mark Vickers MBE, CEO of Olive Academies James Waller, Headteacher at Sunningdale School Susan Douglas CBE, CEO – The Eden Academy Trust (to join panel in Autumn 2026) Dr Sue Franklin, Principal Educational Psychologist – London Borough of Lewisham (to join panel in Autumn 2026) Sarah Clarke, Co-chair of the National Network of Parent Carer Forums (NNPCF), and Director for the South East region Professor Karen Guldberg, Head of School of Education, University of Birmingham
Tipsportkasino VIP 5 June 2026 Interesting concept with the ‘experts at hand’ service. I wonder how quickly they’ll respond to inquiries.
Catherine Loveridge 5 June 2026 This goes back to the recommendations from the Rose report for the use of specialist teachers and were still discussing it ‘ I am a specialist SPLD dyslexia teacher and have only had access to pupils by working privately so they will need to provide ring fenced funding to ensure academies direct the funds appropriately this time. I wonder if they realise the enormous growth in recognition of pupils with learning difficulties currently undiagnosed that will happen if they allow specialist teachers and professionals to go into schools and do observations and assessments . I really hope it actually happens
Nicola Osborne 5 June 2026 Same old same old. I found as a secondary Sendco that what I needed was experts working with children often with highly complex needs that we couldn’t meet. It takes years to train as a salt or an ed pysch and thats because these are entire disciplines. No one will convince me that “training” for any school staff who already have a full time job, will be of any use whatsoever.
Kia Macpherson 6 June 2026 So more advice for existing overstretched staff to implement, rather than any actual help then…
Amanda Bushnell 6 June 2026 If the Department of Education overhauled its teacher training modules UK- wide to equally include all 5 methods of teaching and learning, then all teachers would automatically have the skills and knowledge to be SEND teachers up to a point, and positively help some of the SEND children in their classes by default. This would then enable SEND children with more significant needs to access appropriate independent help. Why is the Government devising schemes which can deliver no more than a sticking plaster on an open wound, instead of actually stitching up the open wound in its education system? It’s interesting to note that “ Government Provision” specifically mentions “ light touch assessment”, observation”, “ group or class work” rather than 1 to 1 provision, and “ town hall” funding
Ze Red Baron 6 June 2026 Let’s call it what it is, Cuts. Less delivered for no budget, yet money always seems available for war, aid etc.
Annie Mac 6 June 2026 You are describing my job for 15 years, which although enjoyable burnt me out before retirement beckoned!Would you like feedback on the role ? I was a teacher first and foremost who went onto be a specialist so could relate to the teachers and the pressures of the schools\curriculum especially in primary. Very noticeable the professionals who are earmarked to support have very little background in education . This is not a firm foundation to build trust or approachability within settings. Knowledge of the suitable strategies is brilliant but awareness of how they interlace with curriculum and the day to day running of a classroom will ultimately decide their success.
Nigel Kerr 6 June 2026 This should always have been the model. My question would be: Will the interventions be properly research informed? If that is the plan, then maybe invite someone from The Education Endowment Foundation to join the group, thereby bringing a voice from an organisation who as a primary role examine the evidence on the efficacy of such interventions.
Ken Jones 9 June 2026 There is an “expert” in Bradford (Head of Oastlers school) who should be on this panel but looks like the North of England doesn’t have experts on SEND.
Andrea 10 June 2026 I work independently but I am a fully qualified specialist teacher. So I am likely to lose work as I am not attached to a LA, School or AP. That’s my 30 years of experience rendered worthless.