In Jersey’s classrooms, some children who struggle to “fit in” are still being quietly moved out, with their parents left to fight for support that should have been guaranteed.
It’s one of several stark findings of a damning new independent review, which concludes that four years after the government promised to make inclusion a reality following another critical report, too many pupils with special educational needs are still being failed.
Though just seven pages, the 2025 Island SEND Review – which Express understands was completed and whose findings began circulating several months ago but was only made public for the first time today, following two high-profile CYPES departures – paints a bleak picture of current provision.
During the last academic term, reviewers – all former UK inspectors with extensive experience in special educational needs and disabilities (SEND) – conducted 20 school visits, and held discussions with 50 education leaders and 270 parents and carers.
While “pockets” of good practice were identified, they concluded that “too few disadvantaged or vulnerable” pupils are having their “full range of needs met”, and that “current leadership, organisation, systems, strategies, oversight and accountability arrangements in relation to inclusive education in Jersey are not sufficiently effective”.
It goes on to state that leaders “should consider a programme of ongoing support and monitoring visits by external experts” – a recommendation which education sources told Express they felt to be the equivalent of Ofsted placing a UK authority into “special measures”.
The new report follows the landmark 2021 National Association for Special Educational Needs (nasen) Review, which cost £250,000 and made 50 recommendations to help Jersey heal its ailing system for those with special educational needs.
That earlier review warned that the Island’s education system was “based on separating provision” and that without urgent reform, “the risk of deflection or delay may result in negative impacts on social cohesion, community wellbeing and individual attainment, as well as a year-on-year increase in the financial burden on the inhabitants of Jersey”.
Four years on, the new findings – and financial figures released in May following requests under the Island’s Freedom of Information Law – appear to confirm that many of those fears have been realised.
The majority of the Island’s schools ended 2024 in the red, with Education Minister Rob Ward saying when the matter came to light at the time it was a case of years of underfunding special educational needs “coming home to roost”.
Authors of the latest review state plainly: “The comprehensive National Association for Special Educational Needs (nasen) Review published in 2021 recognised that changing culture takes time, but its recommendations have not yet been responded to effectively.”
What has gone so wrong?
Reviewers said that the issues started at the top, with the Department for Children, Young People, Education and Skills (CYPES) having failed to create a coherent strategy, and that a “lack of clear leadership and management, coupled with changes in priorities at the highest level, have resulted in an enduring sense of turbulence and uncertainty”.
They also found that there was “insufficient transparency” around how the Island’s budget for education and inclusion was being used.
Teachers and head teachers told reviewers that they felt they only received “minimal support” from CYPES and had even at times been forced to call upon private educational psychologists or charities for support. Morale among staff was said to be “low”.
The report also explained that a “culture” of spending “an excessive amount of time” dealing with complaints from adults had developed, rather than focusing on improving outcomes for children.
Parents, too, voiced frustration and fatigue.
While many praised their individual schools, “a significant number of parents… are concerned about the quality of SEND provision and approaches across Jersey”.
Several reported delays in identifying needs and said they felt their children had been “moved from mainstream schools if they ‘don’t fit in’”.
Others told reviewers that the mainstream system was “outdated and often unwelcoming”.
There was also “a huge dearth of other specialists” and minimal provision for after-school clubs or activities for children with additional needs, parents said.
Beyond school, parents and professionals also shared “concerns about the availability of appropriate onward routes and college courses post-16”.
The report acknowledged that the government launched an Inclusion Charter after the nasen review of 2021, but said that, four years on, it was still to be adopted.
Blame and systems under strain
It pointed the finger at central leadership for failing to secure “commitment to a common vision, a sense of shared responsibility, ambition or possibility”.
But it also noted that while central staff had detected “resistance to inclusion” in some schools, schools in turn felt there to be “significant weaknesses at the centre”.
“School leaders typically consider that they meet children and young people’s SEND needs well but may express concerns about other schools. Unsurprisingly, staff reported that morale at the centre, and in some schools, is low,” the report said.
The findings lay bare the strain on staff and resources. Special Educational Needs Co-ordinators (SENCos) reported being overstretched, though recent cluster groups and training opportunities were described as “valued and impactful”.
Teaching assistants and Emotional Literacy Support Assistants were praised, but their training and career paths remain inconsistent.
Weaknesses in the Record of Need (RoN) system – the process that identifies and funds children requiring extra support – were highlighted as a particular concern, though work to strengthen the system was said to be “ongoing”.
What needs to change?
The 2025 review groups its recommendations under three main headings: ensuring stability, clarity of strategy, and quality assurance.
Among its priorities are reforming the Education (Jersey) Law 1999 to enshrine the government’s commitment to inclusion; improving transparency around funding; combining school improvement and inclusion teams within CYPES; and developing short- and medium-term action plans with clear milestones.
Making the report public for the first time this morning, Education Minister Rob Ward said it marked a “turning point”.
“It gives us a clear roadmap for improvement while recognising the strengths and dedication of our schools,” he said. “Inclusion is a shared responsibility, and we are committed to building a truly inclusive education system for Jersey.”
Deputy Rob Ward shared a link to the review this morning in an emailed letter to parents and carers, many of whom who had participated in a survey ahead of the review’s publication.
Deputy Ward did not summarise the review’s findings, but simply stated that it “makes clear we must do better”.
He said government “accepted these findings in full”, adding: “And, more importantly we are acting on them.”
“Recent leadership changes are helping strengthen collaboration between schools and the central team, including seconded headteachers focused on inclusion,” he continued.
“This is not about quick fixes but about building a system that puts children’s needs first.
Your voices have been heard, and we are committed to making the necessary changes so every child receives the support they need to thrive.”
One parent of a child requiring SEN provision told Express they took little comfort in the message, however, sharing fears that government was seeking to “minimise” the highly critical nature of the review.