Explained: SEND roadshow sessions ‘have shaped our thinking’, insists Gould
SEND roadshow sessions ‘have shaped our thinking’, insists Gould is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Accountability and better support for parents have been “consistent themes” emerging from SEND “conversations”, the schools minister told the report as she assured the sector that feedback would be reflected in upcoming reforms. Georgia Gould said the listening sessions, dubbed by the Department for Education as the “biggest national conversation on SEND in a generation”, have “really shaped our thinking” on the white paper, set to be released in the coming weeks.
Key details from the report
- the report attended the penultimate session held in Darlington on Thursday and attended by about 100 people, including parents, headteachers, local government officers and SEND specialists.
- Thousands have attended online events hosted by Gould.
- Parents and campaigners have said the exercise was “futile” because it ran so close to the delayed white paper’s publication date.
- But Gould said the government “can be really clear” that reforms have come “directly from these conversations”.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
