Explained: Spending on speech and language therapy is vital to tackle SEND
Spending on speech and language therapy is vital to tackle SEND 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?
Around two million children struggle with words, and when they don’t get support it wrecks their life chances, says MP Jen Craft I am honoured to serve as an MP, just as I am honoured to be a mother of children with additional needs. This dual public and personal perspective makes one truth impossible to ignore – the current SEND system is forcing families to fight for the most basic expectations for our children.
Key details from the report
- I recently hosted a roundtable in Parliament with the Speech, Language and Communication Alliance and the Disabled Children’s Partnership.
- It was memorable because it focused on something many people take for granted – the right to be ordinary.
- Ordinary is the child who can ask to join in a game at breaktime.
- Ordinary is understanding the teacher’s instructions without panic rising in your chest.
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?
