Commissioner’s statement on special educational needs school placements 2026/27

Chris Quinn shares his views on the recent number of children with Special Educational Needs (SEN) who are waiting on a school placement this year.

“I welcome the progress made by the Education Authority, schools and families in reducing the number of children with special educational needs awaiting confirmation of a school place for September. On the face of it, this represents an improvement on previous years and reflects the hard work and commitment of many Education Authority staff who continue to work tirelessly on behalf of children and families.

“However, while these figures are encouraging, they only tell part of the story.

“I would like to understand more about the details behind these figures. For example, when exactly will the children with places, as well as the remaining children start school? Does this figure include children who may be attending on reduced timetables? And what does this picture look like for children who are already in school, those awaiting nursery placements, or those whose educational needs are still not being adequately met?

“Fundamentally, we must be careful not to define success simply as securing a place for every child. The real measure of success is whether children are receiving the support they need to thrive.

Every child needs the right placement, not just a placement. The suitability, quality and sustainability of a placement are just as important as its availability. Families want to know that their child is in an environment that can meet their needs, support their development and help them reach their full potential. The annual focus on placement numbers can sometimes obscure this much bigger question.

“I agree with the Education Authority that significant change is needed, and that investment in additional provision is required. However, I remain concerned about the growing reliance on Specialist Provision in Mainstream (SPiM) classes as a solution to rising demand.

“There appears to be a disconnect between the relentless focus on expanding specialist placements and the availability of robust evidence demonstrating that this approach consistently delivers better outcomes for children. Before continuing to scale up any model, we should understand what works, for who, and why.

“This requires ongoing monitoring, evaluation and learning driven by the experiences of children, young people, families and professionals.

“The reality is that the Education Authority is trying to solve these challenges within a system that is fundamentally flawed. The dedication of staff should be recognised, but we cannot continue to rely on annual emergency measures and last-minute solutions.

“My office has consistently argued that the focus should be on earlier intervention and support. That starts long before a child reaches school age. We need greater investment in identifying and responding to needs as early as possible, including during pregnancy and the early years, supported by genuinely multi-disciplinary teams working across health and education.

“We also urgently need a clear and coherent Inclusive Education Policy, led by the Department of Education. This should set out a long-term vision for an education system that enables all children to learn, participate and thrive alongside their peers. It should strengthen inclusive practice, support and develop the workforce, improve communication with families, make services easier to access, enhance curriculum flexibility, ensure decisions are driven by evidence and children’s rights, and deliver the investment needed to create learning environments that are accessible, welcoming and fit for the future.

“In previous recommendations, NICCY has called for improved planning, better use of data, enhanced communication with families, stronger multi-agency working, and systematic evaluation of SEN provision. While I note that the Department of Education’s response included the Education Authority’s position, I would have welcomed a direct and standalone response from the Education Authority to these recommendations.

“The purpose of education is not simply to allocate places. It is to enable every child to develop their personality, talents, and physical and mental abilities to their fullest potential. That means moving beyond the annual scramble for places and developing a long-term vision for a genuinely inclusive education system.

“While I welcome the progress that has been made for September, children and families deserve more than short-term fixes. They deserve confidence that the right support will be available at the right time, in the right place, throughout their educational journey.”