The future of special education in the UK: An interview with the CEO of NASS

Special education remains a focal point in discussions around equity and access to quality education for all students. To gain deeper insights into the state of special education, we sat down with Claire Dorer, who brings over 20 years of experience as the Chief Executive of the National Association of Special Schools (NASS).

NASS champions high-quality, specialist provision within a modern, inclusive education service that respects the choices of children, their families and carers. NASS is the voice of the special school sector and currently represents and supports more than 450 special schools across England and Wales, encompassing non-maintained special schools, independent special schools, special academies and multi-academy trusts with special schools.

Vision for an integrated and collaborative system

For Claire, the future of special education centres around creating an integrated system where special schools not only provide essential support to students with complex needs but also share their expertise with mainstream settings. Claire advocates for a formalised structure that fosters collaboration, where special schools actively contribute to improving practices in mainstream education.

“At the moment, special schools are seen as being separate, but I believe they could play a much larger role in the wider educational ecosystem,” she explains.

“Special schools need to be recognised and supported as hubs of knowledge and innovation. These schools could offer outreach, professional development and dual placements to help mainstream schools better support students with diverse learning needs.”

A need for formal skills sharing and early intervention

“There's currently no real structure for transferring knowledge from special schools to mainstream ones. That doesn't mean it doesn't happen - it does, but it’s on an ad-hoc basis, driven by the goodwill of individual educators, but this can’t be maintained long-term.” Claire states.

She also highlights the potential for special schools to play a more active role in preventing students from experiencing failures in mainstream education, offering them the support they need before those failures accumulate.

“We could do more to think about how we intervene earlier for young people who would benefit from a special school placement before they have experienced excessive failures in mainstream education. There is a privilege in working with young people who have the greatest complexities, as it allows you to develop pedagogies and interventions that should be replicated and scaled elsewhere. We need something that formalises this research and development role for special schools.”

Impact of Ofsted’s inspection overhaul

Claire expresses concerns about the new Ofsted inspection framework, particularly the lack of clarity around the criteria for achieving "exemplary" status. Special schools, she believes, may be worried about how inclusion and achievement are evaluated, especially given the complexity of assessing schools that cater to students with diverse needs. She calls for more narrative-based reports that better reflect the individual stories and strengths of special schools.

“It’s important to hear the story of the school, not just a set of numerical scores,” she says. “There’s also the question of how inclusion will be assessed, especially for schools serving students with complex needs who may not live in the local community. What does a good, inclusive experience look like for a special school?” Claire asks. “Is it about links with local communities? What does this look like in practice for special schools where students may not live locally?”

“The issue of intersectionality – considering multiple disadvantages such as ethnicity and socioeconomic status alongside disability – is something that’s often raised. The sector is good at addressing disability but may not always fully address other protected characteristics,” she adds.

“Additionally, there’s a debate about whether special schools should have their own inspection toolkit. While there are mixed opinions, some fear that separating special schools from the broader framework might limit ambition, despite concerns about how achievement – largely attainment-focused – will be assessed in special schools.”

“We cannot overhaul the system without first embedding the expertise and cultural change necessary. If we rush into change, we risk leaving many young people without the support they desperately need,” Claire warns.

A unified voice: Partnerships to enhance special education outcomes

NASS works closely with various organisations, including the Department for Education and Ofsted, to improve special education outcomes. Through these collaborations, NASS is involved in leadership programmes, research, and advocacy. Recognised by both bodies as the key sector representative, NASS plays a vital role in influencing policy and driving meaningful change on behalf of its members.

“We’re committed to ensuring our special school community is effectively represented and has a strong voice in the decisions that matter,” says Claire. “We champion the sector and push for improvements that make a real difference to schools and young people.”

This advocacy work runs in parallel with more direct initiatives. “Our new partnership with ASDAN is exploring how to offer more flexible qualification options for post-16 education, ensuring students with special needs have better opportunities as they move into adulthood,” says Claire.

“One of the biggest challenges is getting educators to recognise that what they’re doing is innovative. I’m delighted that ASDAN is partnering with us on the NASS Awards this year, where we will have a category for innovation, highlighting great practice in SEN education.”

Navigating uncertainty and change

“There’s a lot of uncertainty about what the future holds for special schools,” says Claire. “In five years' time, will they be viable? Will there be fighting for placements? Above all, will young people get the support they need?”

"In terms of whether special schools will always be needed, the answer is largely yes, because of the infrastructure that highly specialised special schools have with therapists, with high staff-to-student ratios and their ability to offer that holistic approach to education, health and care. I think there will be an ongoing need for schools to play this multi-faceted role.”

“As a sector, we are so fixated on cost cuts, and there’s little that’s sparking enthusiasm. The NASS Awards provide a great opportunity to recognise educators who are thinking differently. Encouragement and a sense of belonging are crucial for special schools, which can often feel isolated even within multi-academy trusts,” says Claire.

“Both NASS and ASDAN strive to create a community where members feel seen, understood and valued. This sense of unity and support helps schools navigate the complexities of the education system and ensures that SEN learners continue to receive the best possible care and education.”