What happened: Headteachers in England have raised concerns that government policies focused on academic results could undermine planned changes to special educational needs and disabilities (SEND) provision. They argue that prioritising exam performance may conflict with efforts to better support inclusive education in mainstream schools.
Why it matters:
- Could limit the effectiveness of SEND reforms aimed at helping more children in mainstream education.
- May pressure schools to prioritise exam outcomes over inclusive teaching practices, affecting SEND students.
MNN Take: The tension between academic targets and inclusive education highlights challenges in balancing exam success with the needs of SEND pupils. Policymakers will need to consider how to support both goals effectively.
Sources: Guardian UK