New ETF report sets out sector priorities to strengthen SEND support across FE and skills
The Education Training Foundation (ETF), the professional body for the further education (FE) and skills workforce, has published its new report, Beyond the label: workforce, transition and the future of SEND reform. The report, written by Professor Amanda Kirby and ETF’s Chief Professionalism Officer Dr Vikki Smith, brings together frontline insights and sector-wide priorities to strengthen support for learners with special educational needs and/or disabilities (SEND) across FE and skills.
The report comes at a pivotal moment for the sector with the publication of the Government’s 2026 Schools White Paper, Every Child Achieving and Thriving, which places transition and inclusion at the heart of its vision for a reformed post-16 landscape. ETF’s report responds directly to this agenda, highlighting the gap between policy ambition and the lived experience of learners with SEND.
The report draws on discussions from the recent Bridging the SEND Transition Collective event, hosted by ETF in partnership with FE News. The event brought together practitioners, leaders, researchers and advocates from across the sector to reflect on current challenges, identify shared ambitions and set out practical priorities for policymakers in response to the White Paper consultation.
Central to the report is a call for a more proactive and joined-up system. It emphasises the importance of anticipating learner needs throughout transitions, embedding lifelong learning and neuro-inclusive approaches, and investing in workforce development to support inclusive practice. These elements are identified as key to creating a system that enables individuals with SEND to succeed in education and the workplace.
The report also sets out clear priorities for policymakers, informed directly by sector feedback. These include the need for evidence informed and consistently applied, non-diagnostic assessment at every stage of the post-16 learner journey and a shared framework that follows the learner from Year 10 through further education and into employment.
Dr Vikki Smith said, ‘Too often, discussions about SEND focus on systems and processes rather than the experiences of the young people and families navigating them. This report highlights that successful provision relies on trusted relationships, inclusive practice and the skilled professionals who help young people build confidence, develop independence and progress into learning, employment and adulthood. Getting SEND right is ultimately about creating pathways into opportunity, not barriers to participation.'