The Labour government have made it their mission to break down barriers to opportunity. To achieve it, they have pointed education towards greater inclusion and locally-led solutions to national challenges. In the Midlands, we are already well on our way.
Oasis Community Learning in the region took a bold first step: we translated the African philosophy of Ubuntu (“I am because we are”) into meaningful action. That action has inspired a region-wide commitment to equity and inclusion.
Faced with rising SEND demand, widening attainment gaps and sustained staffing pressures, our regional leaders asked a simple question: what if every child who needs more (more time, more care, more connection) had access to just one more trusted educator in school?
As a trust, we responded swiftly. We pooled resources and supported our leaders to deliver their vision. Quickly, every Oasis primary academy in the Midlands received funding to appoint one additional trained educator.
Regional funds were reallocated and distributed equitably. Recruitment has remained school-led, supported by regional finance and HR teams. And we are tracking impact through existing attendance, behaviour and learning systems.
This initiative was not a grand gesture or top-down initiative. It was a deliberate act of regional unity, designed to meet need with compassion and build capacity for the long term.
Nor was it prompted by a national directive, or supported by ring-fenced government funding. It began at our regional conference last October, under the theme of Ubuntu.
All the leaders in that room committed to act together so that no academy would be left behind in their efforts to strengthen support for vulnerable learners.
We have employed M1 teachers, level 3 teaching assistants, and specialist SEND support workers among others, all based on local need. This flexibility was intentional, because school leaders know their communities’ needs best.
This is not a grand gesture or a temporary fix
Crucially, this initiative is not a temporary fix. It’s a strategic investment in workforce development. By embedding staff now and training them in the Oasis way, we are developing a talent pipeline ready to transition into permanent roles by 2026/2027.
This approach reduces future recruitment costs, builds internal capacity and, most importantly, preserves consistency for children who rely on stable, trusted adult relationships.
From a funding perspective, it represents excellent value. Instead of reactive agency spend, this two-year investment builds capability and continuity. For children with SEND and other additional needs, this consistency is critical to long-term progress.
Of course, there were challenges. Gaining national MAT approval required rigorous business planning. We needed to make the financial case while retaining educational integrity.
Meanwhile, some school leaders raised concerns around recruitment timelines, while others questioned whether one additional educator would be sufficient.
But a shared belief in acting early rather than waiting for system failure kept us focused.
And early indicators are promising. Leaders report improved capacity to support complex needs, smoother transitions during the school day and a boost in staff wellbeing. One principal described it as, ‘Not just a person, but a presence. And our children feel it.’
The national picture on SEND is deeply concerning. Yet this regional initiative offers a practical, scalable model. It blends strategic foresight with local autonomy, demonstrating what’s possible when trusts empower their leaders and invest in long-term solutions.
For policymakers, local authorities and other system leaders, the message is clear: Effective system change isn’t always about scale; it’s about coherence, consistency, and collective courage.
Build on what works regionally, trust local leaders to lead, and act early to prevent avoidable crisis.
When a child needs help regulating their emotions, toileting or communicating, what they need most is time. And time requires people.
‘One More Educator’ is more than a staffing solution; it is a declaration of collective will to support vulnerable children.
Labour’s mission is based on values we all share: every child in every community deserves to be seen and supported so they can achieve and thrive.
Now, it’s time to empower regional collaborations to deliver it with purpose. Because putting community over competition shouldn’t feel like a radical act.
This is a work of fiction. Does anyone fact check what has been written? As none of this happened the way it has been written. Not one bit.
I couldn’t agree more with Haleema.
Thank you for this article. Any effective regional approach would need to be co-ordinated with/co-led by other regional players, or the impact is reduced. Could you expand upon how other Trusts with a significant regional footprint, the relevant LAs, and the associated ICBs were played into this. Thank you.
As education leaders, we have a responsibility to ensure that public discourse around inclusion and regional improvement reflects both the truth of what’s happening on the ground and the lived experience of schools navigating underfunded systems.
Recent commentary in Schools Week painted a narrative of rapid, grassroots SEND transformation in the Midlands, led by regional leaders and seemingly underpinned by new investment. Unfortunately, for those working within the system, the reality is far less clear-cut — and far more complex.
In truth, funds were not newly allocated but instead redirected from existing academy budgets. This reallocation reduced already stretched resources in many schools, meaning the idea that “every child gained a trusted adult” came at the expense of other support services or staffing structures. What looks like additional investment on paper often represents a redistribution of scarcity, not a scalable model of reform.
Moreover, while school-led models of improvement are powerful, true collaboration depends on transparency, equity, and consent. Many local leaders were not consulted or meaningfully involved in shaping the approach described — raising questions about how “co-created” the vision really was.
SEND reform deserves more than PR spin. It deserves:
• Open dialogue across trusts, LAs and MATs,
• Robust evaluation of what’s working (and what’s not),
• And above all, honesty about funding, workforce pressures, and strategic trade-offs.
Those of us on the ground know the ambition is real. But so is the fatigue. It’s not enough to repackage internal staffing solutions as innovation. We need genuine, systemic investment — not just repurposed headlines.
Because our most vulnerable children are watching. And they deserve the truth — not a narrative.
This approach seems like the age old robbing Peter to pay Paul. Where is the empirical research that states adding in another adult brings about progress and benefit for SEN pupils? I do not see what is innovative about this regional approach.