Headteachers in England have expressed concern that government policies prioritising academic attainment could undermine proposed changes to special educational needs provision. The Association of School and College Leaders (ASCL) has responded to a government consultation, warning that 'academic attainment at all costs' approaches could conflict with the proposed measures on special educational needs (SEN) provision.
In a statement, the ASCL said that the government's emphasis on academic goals could lead to schools focusing on exam results at the expense of inclusive education. This, they argue, would undermine the reforms aimed at improving SEN provision and create a two-tier education system.
The ASCL has called for a more balanced approach, one that prioritises the needs of all students, regardless of their ability. They have also urged the government to reconsider its policies and ensure that schools are not punished for prioritising inclusive education over academic attainment.
The proposed changes to SEN provision aim to improve the support available to students with special educational needs. However, if schools are incentivised to focus on academic results, it could undermine these efforts and create a system where schools are forced to choose between academic excellence and inclusive education.
The ASCL's concerns are echoed by some headteachers, who have reported feeling pressure to prioritise academic attainment over inclusive education. This, they argue, is not only bad for students but also for the education system as a whole.