THE seven-page 2025 Island SEND Review follows the landmark 2021 nasen review, which made 50 recommendations to help Jersey fix its 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 well-being and individual attainment, as well as a year-on-year increase in the financial burden on the inhabitants of Jersey”.
Four years on, the SEND Review concludes that central leadership has failed 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 Coordinators (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 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.
Two leaders at the heart of the Island’s special educational needs provision left the service before the review’s publication.
Jane Lancaster-Adlam, who was associate education director and the Island’s head of inclusion, left in July 2025, while La Passarelle headteacher Sarah Anderson-Rawlins informed parents of her departure just weeks into the new school term.
EDUCATION MINISTER ROB WARD
Responding to Island SEND Review, Education Minister Rob Ward praised the report, which he described as “thorough” and “thoughtful” and highlighted examples of good practice it had identified, performed by “passionate educators, committed support staff, and creative school leaders working tirelessly to meet the needs of children with SEND”
However, he added: “The review also makes clear that we must do better. It identifies inconsistencies in leadership, strategy, and communication.
“It highlights the need for a clearer shared vision, stronger accountability, and more transparent budgeting. And it reminds us that too many families still feel unheard, unsupported, and forced to seek help outside the system.
“This is not the experience I want for families in Jersey. We accept these findings in full. And more importantly we are acting on them.”
Deputy Ward said that changes had already been made to the leadership of our inclusion services.
He said: “We have seconded experienced headteachers into the department to strengthen collaboration between schools and the central team. We have appointed a transformational lead to drive improvements in our Educational Psychology Service.
“This is not about quick fixes. It is about building a responsive system. One that places children’s needs at the centre of every decision.”
The Deputy stressed that Jersey was not along in facing challenges with SEND provision, adding: “We have a unique opportunity to lead the way. With declining pupil numbers and budgetary pressures, we must be bold, creative, and united in our approach.
“We must protect funding and using it as effectively as possible. We must move away from a culture of complaint and toward a culture of partnership to ensure that every child regardless of need feels supported, valued, and empowered to thrive.
He added: “This review is a turning point – a clear, honest reflection that gives us the roadmap for real improvement. It confirms what many of us already know: the solutions we need are not distant or out of reach they already exist within our schools, our professionals, and our communities.
“We have skilled and committed staff, experienced leaders, and engaged parents. The challenge is not simply a lack of capacity it is a need for clearer direction, stronger coordination, and better support.
He continued: “There is strong practice in Jersey schools. It must be consistent and system wide.”
Concerning future of funding of SEND provision, Deputy Ward said: “The nasen review did talk about a need for around £18m, and only £6m was allocated. And therefore, I don’t think it’s a coincidence that we have pockets of good practice. So, for example, the training of teaching assistants has improved, the SENco networks have improved, but we need to improve further.
He added: “The nasen review was also set at a time when covid was influential. I think we’ve had a changing environment as well in our schools: of increased need and increasing identification. So now is the time to step and look again. It doesn’t mean this throws the nasen review away at all. It means that we build upon those processes within it.”
