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Early Years Reform is key to the UK's SEND crisis
DfE expert suggests strategy to fix the problems
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By Peter Clark (Senior Editor, Autism Info Center) Tuesday 10th February 2026 |
Resolving the crisis in special educational needs and disabilities (SEND) requires a radical overhaul of the early years sector, according to Julian Grenier, a member of the Department for Education's SEND Inclusion in Education Expert Group.
Writing in Tes magazine, Grenier highlights that eight in ten settings have reported significant increases in children with SEND, with many providers now full or forcing vulnerable children onto part-time timetables.
Grenier argues that because the early years foundation stage shapes a child's first learning experiences, it is the critical point for intervention to prevent long-term issues.
He proposes three key strategies to address a system described as being "on its knees." First, educators must understand how poverty and cultural backgrounds influence development to avoid misinterpreting differences as deficits.
Second, settings should adopt "inclusion by design" by anticipating needs through predictable routines and lower noise levels rather than waiting for formal diagnoses.
Finally, Grenier calls for empowering every staff member to become a SEND specialist through sustained professional development, rather than relying solely on teaching assistants.
He concludes that while better funding is essential, immediate changes in practice are necessary to prevent children from feeling excluded and to reduce long-term strain on the education system.
Source: Tes Magazine (UK)
https://www.tes.com/magazine/teaching-learning/early-years/
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