A welcome step forward: what the £200m SEND training announcement signals

The government’s recent announcement of a £200 million national SEND teacher training programme is a welcome step for the profession, not because it promises quick fixes, but because of what it signals.

You can read the full announcement on the government website here:https://www.gov.uk/government/news/200-million-landmark-send-teacher-training-programme

At its heart, this investment recognises that supporting pupils with SEND isn’t about teachers trying harder or doing more. It’s about being properly supported, trained and trusted to do the job well.

Moving away from blame, towards support

SEND conversations have often risked slipping into deficit narratives, where responsibility quietly lands on individual teachers without the time, training or tools to match expectations.

This announcement suggests a different direction. By funding SEND training for all teachers, not just specialists, it acknowledges that inclusion is a mainstream responsibility and that teachers deserve high-quality professional learning to support it.

The question shifts from “Why aren’t teachers doing more?” to “How do we equip teachers better?”

Recognising where SEND support really happens

Most pupils with SEND are taught in mainstream classrooms every day. Their support lives in adaptive teaching, routines, relationships and early identification, not only in referrals or diagnoses.

Embedding SEND training into Initial Teacher Training and the Early Career Framework reinforces a simple truth: inclusive practice is part of good teaching, not an add-on.

What this could mean for classrooms

Done well, better training doesn’t add pressure. It builds confidence and clarity.

For teachers, that can mean:

• greater confidence in adapting lessons

• shared language and consistency across teams

• less reliance on labels as the only route to support

  
  

When CPD focuses on the why as well as the what, teachers are better supported to make informed professional decisions in real classrooms.

Training as respect for the profession

Crucially, this investment frames training as professional respect, not correction.

High-quality CPD builds on existing expertise, connects evidence to everyday practice and supports both inclusion and wellbeing. When teachers feel confident and well-prepared, inclusive practice becomes part of everyday teaching, not an added responsibility.

This £200m investment won’t solve every challenge but it clearly signals something important: teachers deserve support, not blame and training is central to getting SEND right.

What kind of SEND training has made the biggest difference to your confidence or classroom practice and what do you hope this investment leads to next?