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Investing in Growth: How Funding Can Enhance Provision for Young Learners with SEND
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In response to under-claimed high-needs funding restricting SEND staffing and resources, this further education college worked through the SEND Centres of Excellence peer-review programme with a focus on funding strategy. Challenges included low Element-3 claims, limited understanding of entitlement frameworks, and minimal benchmarking with sector peers. Actions included a two-day peer review, targeted finance staff training, modelling of effective claims processes, comparative funding analysis, and reciprocal visits demonstrating assistive-technology investment. Evidence of impact includes an uplift in average Element-3 claims from £2,900 to £4,000, rising to £6,679 for foundation learners, growth in high-needs income from £493k to £712k, recruitment of an ALS Manager and Assistive Technologist, creation of a three-year funding growth plan, and improved confidence when negotiating banding decisions with the local authority.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND), high-needs funding