Q&A: New Investment in SEND Education From September 2025
Following the announcement of new investment in SEND education from September 2025, we held a parental engagement session in Hyde on 1st July. Parents and carers shared their thoughts, raised important questions, and expressed a strong interest in learning more. Below is a summary of the key questions and answers from the session.
Q: What is happening with the £1.5m investment?
A: This funding will create 133 new school places across Tameside for children and young people aged 5–16 with Special Educational Needs and Disabilities (SEND). These places will be based in newly enhanced resource bases located in mainstream schools.
Q: Why hasn’t there been a proper consultation that all parent carers in Tameside could be part of?
Each school has consulted with their communities, and a communication was put out when cabinet agreed we could consult, allowing all parents to have commented on one or more individual school consultation. This followed the Department for Education (DfE) guidelines for consultation on this work. We have had internal discussions and when we carry out work of this type in the future, we will consider pre-consultation discussions and more active communication around this.
Transition and Readiness
Q: Will children have time to transition and visit the new settings before September?
A: We acknowledge that transitions are crucial for children with SEND. Unfortunately, due to timing and approval processes, this year’s roll-out may not allow for this. Educational psychologists have provided training and we are working with schools to create social stories and visuals so children know what to expect. While not all transitions will follow best practice this year, we are committed to improving this going forward.
Q: Why weren’t families more involved earlier?
A: We understand the frustration. This year was the first phase of a larger development plan and the pace meant not all families were involved early on. Going forward, we are committed to better parental involvement, including open evenings, workshops, and clearer information.
The limited nature of co-production in this instance has been acknowledged in conversations with members of both active Parent Carer Forums (PCFs) in Tameside. This has largely been due to the pace and urgency of implementation. The issue has been discussed on several occasions within the Local Area Partnership (LAP), as well as more broadly across school forums within the last 12 months.
Whilst we recognise that co-production has not taken place to the extent it ideally should have, it is important to highlight that the demand for this type of provision far exceeds the number of places currently available. Considering this, we are confident that most parents and carers of children and young people with SEND will appreciate the rationale behind the approach taken and will recognise the benefits of the provision once implemented.
All schools involved in establishing new provisions have undertaken their own consultation processes. Overall, the feedback received through these consultations has been positive, reflecting a general sense of support and understanding from the wider school communities.
Q: What’s the criteria to be allocated a place in the resource base – is it based on age, ability or something else?
A: Places in resource bases and SEN units are allocated through the SEND Panel, following the same process currently used for all placements. Many parents express a preference for resource base or SEN unit provision, however, current capacity does not meet the level of demand. Pupils who attend these provisions tend to achieve positive outcomes. Expanding this provision will increase both capacity and parental choice.
This development forms part of a broader, strategic approach to ensure that our system includes provision for all levels of complexity of need. It supports a more inclusive, responsive, and sustainable model of SEND education across Tameside.
Children will also not be forced to participate in mainstream lessons or activities. The intention is to ensure that learners in SEND provisions are included as part of the wider school community in a supportive and meaningful way.
Inclusion will be guided by each child or young person’s individual needs and functioning. The focus of any SEND provision is on preparing learners for adulthood from the earliest years. Children will be supported and encouraged, rather than compelled, to experience different aspects of school life, helping them build confidence, skills, and independence at their own pace.
Children in the resource base will also have the opportunity to sit exams such as SATs and GCSEs, where appropriate. If a child can access these assessments, with the right support and adjustments in place, they will be encouraged to take part and achieve their full potential.
Resource Base Details
Q: Which schools are confirmed for September?
A: Currently Manor Green, Oakfield, Endeavour, and St George’s Mossley have formal approval. Others are still awaiting DfE sign-off. We cannot open a provision unless it is fully approved and ready to support children safely.
Q: Are these official resource bases or just extensions of current SEND support?
A: These are official, enhanced SEND provisions – not informal or unofficial setups. They are designed to meet the needs of children with Education, Health and Care Plans (EHCPs) within mainstream environments. Many schools are formalising informal arrangements that have been successful.
Q: What curriculum will the bases be following, personalised or mainstream?
A: In these provisions, a mainstream curriculum will be delivered and fully personalised to each child or young person’s level of functioning. While the ambition and structure of the national curriculum will be retained, content, teaching strategies, and outcomes will be adapted to ensure accessibility and relevance. High levels of targeted intervention will be embedded throughout the day to support academic progress, communication, emotional regulation, and independence. This will be supported by professionals and specialist colleagues, who will work collaboratively to provide expert input and tailored support, ensuring that all learners are included and able to thrive.
The local authority has secured a generous capital investment, ringfenced specifically to support the development of high-quality, inclusive spaces for pupils with SEND. Each participating school has been offered a share of this funding to ensure their provision is appropriately equipped.
Staffing and Operations
Q: Where will staff for these new resource bases come from and will they be staffed by qualified teachers? How many staff will be in the resource base?
A: There will be some staff who are coming from existing pilot programmes. For schools new to the model, staff will be newly appointed or from existing staff who will be replaced. All schools involved are committed partners and additional funding is being provided to support staffing.
Each resource base will be teacher-led, with funding allocated to support a staffing model of one teacher and three teaching assistants for up to 12 children. This ensures a high level of adult support, and a structured, nurturing environment tailored to the needs of learners with SEND.
Q: What happens as children progress from Key Stage 1 (KS1) to KS2, and why are some of the resource bases just for certain key stages e.g. EYFS-KS1-KS2-KS3-KS4?
A: That is part of Phase 2, which involves further investment and infrastructure planning. For example, Manor Green has expressed interest in developing a KS2 provision in future, depending on capital availability and the success of Phase 1. We will be working to create routes through the system.
As part of the ongoing sufficiency work, the intention is for most schools to expand their provision across additional key stages in future phases, thereby reducing or eliminating the need for pupil transitions between settings. For example, Greenfield School is opening Reception, Year 1, and Key Stage 1 provision this year. In Phase 2, they plan to extend this to include Key Stage 2, allowing children to remain in one setting throughout their primary education.
Where full key stage coverage is not immediately possible, the initial designation of provision may involve mixed key stages as a temporary, start-up arrangement. However, this is not the preferred model. A mixed demographic of children and young people from Reception to Year 6 presents challenges both academically and socially and is not considered ideal for learners’ development or experience.
The long-term goal remains to establish coherent, age-appropriate pathways within each setting, ensuring stability, continuity, and the best possible outcomes for all pupils.
Q: Can you define an MLD base?
A: An MLD base is a dedicated provision within a school designed to support pupils with moderate learning difficulties. These learners typically work below age-related expectations and require a more tailored approach to learning. The base offers a structured, nurturing environment with smaller class sizes, specialist teaching, and a focus on developing core academic, communication, and life skills. It aims to build confidence, independence, and meaningful progress at a pace suited to everyone.
Health, Transport, and System Support
Q: How will transport be managed?
A: We are working closely with the transport team to resolve logistics, especially where decisions were made late.
As part of our ongoing commitment to improving outcomes for young people with SEND, we are focused on ensuring that any identified needs within a young person’s plan are fully addressed. A key area of development is the integration of Preparation for Adulthood (PFA) targets into EHCPs. While progress has been made, there is still important work to do in embedding these outcomes meaningfully and consistently.
Equally important is the need to ensure that the provision across all educational settings, including specialist environments, is closely aligned with these PFA outcomes. This means tailoring support and interventions so that they genuinely prepare young people for the next stages of their lives, whether that’s employment, independent living, community participation, or maintaining good health.
Q: What about health services in schools e.g. speech and language therapists and occupational therapists?
A: Tameside is adopting the Balanced System model which is already used across Greater Manchester. This approach brings more health professionals such as speech and language therapists and occupational therapists into schools to support early intervention and reduce pressure later. All provision in EHCPs will be delivered and services are working together to ensure that there is a good level of therapeutic resources available for these learners.
Delivery and Long-Term Vision
Q: Who decides how the money is spent and what the model looks like?
A: Schools run their own operational models, but they must align with the needs outlined in EHCPs. The resource base model must adapt to meet specific needs. The local authority and schools will also sign a service level agreement.
Q: Can families look around schools before accepting places?
A: Families are encouraged to visit schools where possible. However, some schools are still preparing their spaces. If a classroom is currently empty, it may not yet reflect the final learning environment.
Q: How will you be assessing the quality of the SEND provision?
A: The quality of the provision will be overseen by OFSTED, in line with their approach to other school-based provisions. All OFSTED inspections will include a review of these provisions as an integral part of the school’s overall offer.
In addition, the local authority’s SEND team will play a key role in monitoring and supporting the provision. A quality assurance framework is currently being developed to guide this process.
We have also allocated educational psychologist and Tameside Specialist Outreach Support Service time to provide ongoing support and a ‘light touch’ oversight, ensuring that the provision remains responsive and effective.
Q: What oversight will the local authority have and what accountability will there be?
A: Most discussions regarding the opening of the provisions have taken place at , alongside ongoing engagement with headteachers. All of the Education Multi Academy Trusts we are working with have inclusive cultures and a proven track record of establishing similar provisions in other local authorities.
Each provision will include a service level agreement that outlines the local authority’s expectations, along with a clear commitment detailing the support the local authority will provide to schools. While accountability in academies rests with the school trustees, the local authority will work closely with them to ensure that the vision, culture, provision, and quality of education meet the high standards we expect.
Q: Has the local authority considered the inclusion history of the schools prior to the allocation of a resource base, and have they looked at the exclusion and suspension data of each school?
A: The local authority has undertaken a thorough review of all relevant data prior to the allocation of a resource base. This includes an analysis of each school’s inclusion and exclusion history, suspension data, and a detailed understanding of the level of need within each locality. These insights were drawn from the first planner sufficiency work as well as the local authority’s own knowledge of the demographic and specific needs within each school.
Looking Ahead
Q: What happens if demand exceeds the 133 new places?
A: These places are likely to fill quickly, especially in some high need areas. That’s why Phase 2 is essential to expand capacity further and meet growing demand.
Q: Why have our special schools and specialist teams not been involved in the development of these bases?
A: Our special schools and specialist teams have been actively involved in the development of these bases. We’ve maintained ongoing conversations with them throughout the process to ensure their expertise is reflected. However, we acknowledge that the pace of development has been rapid, which may have impacted the depth or timing of some engagements.
Q: What’s the final step before all this becomes official?
A: We are waiting on final DfE approval and release of capital funding. The Tameside Executive Cabinet has signed off, and we expect confirmation shortly.
Q: Will the SENCOs be full time or part time, or an hour a week? Is there a minimum requirement to have a base?
A: While it is not for the local authority to stipulate internal staffing decisions, all schools must ensure they have sufficient capacity to meet their statutory responsibilities, particularly in supporting learners with SEND. SENCO capacity is a growing concern nationally, but the challenge is especially acute in Tameside, where the number of EHCPs has surged to unprecedented levels. All schools in the borough are experiencing high demand and the pressure on SENCOs is significant.
