Headteachers Call for Additional Training Days to Support Special Needs Reforms
Headteachers across the UK are pushing for an increase in Inset days—days dedicated to teacher training and professional development—to support the implementation of Labour’s new special needs reforms. The proposal, backed by the NAHT union, suggests that every school should have two additional Inset days per year, bringing the total from five to seven.
This change would mean that students would have two more days off each year. However, the move could create challenges for working parents who may need to arrange extra childcare on those days. The motion, introduced by the Solihull branch of the NAHT union, is set to be debated at the annual NAHT conference in Belfast today.
If the motion is approved, the union will advocate for the creation of two statutory Inset days each academic year. This follows the release of a White Paper by Education Secretary Bridget Phillipson in February, which outlines a major shift in how mainstream schools handle special educational needs and disabilities (Send).
Under the proposed changes, all but the most severe cases of Send will be managed within mainstream schools. Teachers will be expected to adapt their teaching methods to better accommodate these pupils. This shift aims to reduce the financial burden on local councils, which have struggled with the rising costs of funding special schools.
The motion calls on union leaders to campaign for the introduction of two additional statutory Inset days to support the government’s ambitions for Send and curriculum reform. Inset days are crucial for providing teachers with professional development opportunities, including team meetings and training sessions.
The proposed two new days would be taken from the 195 days that teachers are contracted to work. The government has already committed £200 million in funding by 2029 to train teachers in Send. This initiative will focus on equipping educators with the skills needed to support students with conditions such as autism and attention deficit hyperactivity disorder (ADHD).
Labour’s reforms come in response to the growing financial pressures on local authorities, which have been almost bankrupted by the costs associated with sending pupils to special schools. The changes also follow a trend of schools adopting a four-and-a-half-day week to ease budget constraints and prevent staff burnout.
For example, Forest Gate Community School in London sends students home just after midday on Fridays to reduce pressure on teachers. While schools are legally required to provide 190 days of education each year, this rule does not apply to academies.
The Department for Education has been approached for further comment on the proposed changes. As the debate continues, the impact of these reforms on both schools and families remains a key concern. With the potential for increased training days, the focus will be on ensuring that teachers are adequately supported to meet the evolving needs of their students.
