NURSERY SEND FUNDING
Shaun Davies the Labour MP for Telford, trumpeted the recent government announcement of the opening of applications for the next wave of school-based nurseries in Telford and Wrekin, which has likely sparked excitement among local educators and families.
The funding is supposed to be for schools with nearby deprivation in the community. However, Telford's first two schools were Wombridge Primary and Lawley Primary schools. While Wombridge does meet some of the criteria for deprivation, and was a reasonable candidate for the extra funding, Lawley does not meet deprivation criteria, with low numbers of children needing FSM (free school meals) and higher academic achievements. So will the next tranche of schools truly be in areas of need, or will they success of the program be weighted by including schools not necessarily meeting a genuine need?
However, as we welcome the new principal of these nurseries, it is crucial to address a pressing concern: the apparent lack of specialist resources for children with Special Educational Needs and Disabilities (SEND) within the funding stream.
A Welcome with Reservations
The introduction of school-based nurseries is a step in the right direction, aiming to provide more accessible early years education. Yet, the funding allocated for these initiatives raises significant questions about the support available for SEND children.
The current funding model does not adequately cover the costs associated with the specialised support these children require.
There is only one use of the word SEND in the govenrments own web pages with the catchily titled "Phase 2 of the school-based nursery programme: Everything you need to know" and there is absolutely nothing about extra or specific funding for SEND.
This oversight could lead to a situation where SEND children and their families feel like an afterthought, as their educational needs are sidelined in favour of broader initiatives.
SEND Children Deserve Better
The increasing number of children diagnosed with SEND highlights a growing demand for tailored educational support. Unfortunately, the funding structures in place have not kept pace with this rising need. As schools compete for limited resources, there is a real risk that the unique capabilities of maintained nursery schools (MNS) will be undermined. MNS are often better equipped to provide the specialised support that SEND children need, but as funding becomes more competitive, the quality of education and care for these vulnerable children could well decline.
Funding Shortfalls and Rising Demand
The challenges are compounded by the rising demand for SEND support, which is not matched by an increase in funding. Specialised staff training, resources, and tailored educational plans are essential for the development of SEND children, yet these are often overlooked in the current funding allocations. This lack of attention to the specific needs of SEND children sends a troubling message: that their education is less important than that of their peers.
A Call for Comprehensive Review
As we move forward with the expansion of school-based nurseries, it is imperative that the government conduct a comprehensive review of funding mechanisms. The goal should be to ensure that all children, regardless of their needs, receive the quality education and support they deserve. The current landscape, characterised by funding shortfalls and competition among nurseries, creates a complex environment that can hinder effective support for SEND children.
While the establishment of school-based nurseries is a welcome development, it must not come at the expense of our most vulnerable learners. SEND children and their families deserve better, and it is time for policymakers to prioritise their needs in the funding discussions. Only then can we truly say that every child in Telford and Wrekin is receiving the best start in life.
The funding is supposed to be for schools with nearby deprivation in the community. However, Telford's first two schools were Wombridge Primary and Lawley Primary schools. While Wombridge does meet some of the criteria for deprivation, and was a reasonable candidate for the extra funding, Lawley does not meet deprivation criteria, with low numbers of children needing FSM (free school meals) and higher academic achievements. So will the next tranche of schools truly be in areas of need, or will they success of the program be weighted by including schools not necessarily meeting a genuine need?
However, as we welcome the new principal of these nurseries, it is crucial to address a pressing concern: the apparent lack of specialist resources for children with Special Educational Needs and Disabilities (SEND) within the funding stream.
A Welcome with Reservations
The introduction of school-based nurseries is a step in the right direction, aiming to provide more accessible early years education. Yet, the funding allocated for these initiatives raises significant questions about the support available for SEND children.
The current funding model does not adequately cover the costs associated with the specialised support these children require.
There is only one use of the word SEND in the govenrments own web pages with the catchily titled "Phase 2 of the school-based nursery programme: Everything you need to know" and there is absolutely nothing about extra or specific funding for SEND.
This oversight could lead to a situation where SEND children and their families feel like an afterthought, as their educational needs are sidelined in favour of broader initiatives.
SEND Children Deserve Better
The increasing number of children diagnosed with SEND highlights a growing demand for tailored educational support. Unfortunately, the funding structures in place have not kept pace with this rising need. As schools compete for limited resources, there is a real risk that the unique capabilities of maintained nursery schools (MNS) will be undermined. MNS are often better equipped to provide the specialised support that SEND children need, but as funding becomes more competitive, the quality of education and care for these vulnerable children could well decline.
Funding Shortfalls and Rising Demand
The challenges are compounded by the rising demand for SEND support, which is not matched by an increase in funding. Specialised staff training, resources, and tailored educational plans are essential for the development of SEND children, yet these are often overlooked in the current funding allocations. This lack of attention to the specific needs of SEND children sends a troubling message: that their education is less important than that of their peers.
A Call for Comprehensive Review
As we move forward with the expansion of school-based nurseries, it is imperative that the government conduct a comprehensive review of funding mechanisms. The goal should be to ensure that all children, regardless of their needs, receive the quality education and support they deserve. The current landscape, characterised by funding shortfalls and competition among nurseries, creates a complex environment that can hinder effective support for SEND children.
While the establishment of school-based nurseries is a welcome development, it must not come at the expense of our most vulnerable learners. SEND children and their families deserve better, and it is time for policymakers to prioritise their needs in the funding discussions. Only then can we truly say that every child in Telford and Wrekin is receiving the best start in life.
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