Summary of Parent/Carers 2025 Survey
Following analysis from our recent SPCF parent survey regarding Special Educational Needs and Disabilities (SEND) services, focusing on education, health, and social care experiences within Staffordshire, the findings highlight systemic issues, significant emotional impacts on families and significant challenges faced by children with SEND and their families.
Systemic Issues and Barriers in SEND Services
Parents frequently report a lack of timely, appropriate support and significant delays in processes such as Education, Health and Care Plans (EHCP) assessments and reviews. Many describe the system as complex, bureaucratic, and adversarial, with local authorities often failing to meet statutory timescales or provide adequate communication and support. The EHCP process is characterised by repeated delays, insufficient updates, and poor inter-agency cooperation, leading to frustration and exhaustion among families.
Communication barriers are common, with parents feeling unheard and undervalued by schools and local authorities. There is often a lack of transparency, with parents receiving generic responses or no updates regarding their child’s support or progress. Information sharing between schools, health services, and families is frequently inadequate, contributing to fragmented care and support.
Parent blaming is a recurrent theme, where services focus on parental responsibility rather than addressing children’s needs, adding to families’ emotional burdens. Some parents report being made to feel ‘crazy’ or dismissed when advocating for their children.
Challenges in Educational Settings
Many parents express concerns about schools not adhering to EHCPs or failing to implement agreed adjustments, such as pupil passports or reasonable accommodations. High staff turnover, reliance on supply teachers, and insufficient training in SEND contribute to inconsistent support. Some schools reportedly prioritise conformity and academic metrics over individual needs, leading to children feeling misunderstood, unsupported, or bullied.
Transition periods, especially from primary to secondary education and into further education or adult services, are often poorly managed. Parents describe a lack of preparation, communication, and tailored support during these critical times, resulting in increased anxiety and educational disruption for children.
Positive experiences are noted where schools or specialist provisions demonstrate inclusive attitudes, proactive problem-solving, and effective communication. Dedicated staff, specialist teams such as the Sensory and Autism Inclusion Teams, and supportive mentors are highlighted as making a significant difference.
Health and Mental Health Support Concerns
There is widespread dissatisfaction with health services, particularly regarding mental health support. CAMHS (Child and Adolescent Mental Health Services) are described as overwhelmed and only accessible in crisis situations, leaving many children without necessary help. Long waiting lists for assessments (e.g., autism, ADHD) and therapies exacerbate difficulties.
Parents report poor coordination between health and education sectors, with little collaboration to meet children’s holistic needs. Some children with complex medical conditions or disabilities experience inadequate support in schools and limited access to appropriate healthcare.
Emotional Impact on Families
The emotional toll on families is profound, with many parents describing stress, trauma, and exhaustion from navigating the SEND system. The constant need to advocate, fight for support, and manage unmet needs impacts the wellbeing of both children and their families. Some parents report losing jobs or experiencing mental health challenges themselves due to these pressures.
Recommendations and Calls for Improvement
Parents call for improved staff training on SEND, clearer communication in accessible language, better collaboration between agencies, and more inclusive policies in schools. They emphasise the need for earlier intervention, more resources, and transparent processes that respect and incorporate parent and child voices. There is also a strong demand for increased specialist provision places and more flexible, child-centered approaches.
Summary Table of Recurring Themes
Conclusion
The document presents a comprehensive and critical overview of the current state of SEND services from the parental perspective. It reveals systemic shortcomings, emotional hardships, and the urgent need for reform in education, health, and social care sectors to better support children with SEND and their families in Staffordshire.