Emma Sanderson, Managing Director of Momenta Connect, part of Outcomes First Group, a leading provider of world-class education, discusses the opportunities and challenges presented by the Government’s proposed “Experts at Hand” initiative for SEND provision.
The Schools White Paper Every Child Achieving and Thriving introduces a potentially transformative idea for SEND provision: “Experts at Hand.” The concept is simple but powerful; schools should have direct, timely access to specialist expertise such as educational psychologists, speech and language therapists, and occupational therapists, without the delays and bureaucracy that currently characterise the system.
For school leaders, this signals a clear shift in direction. The ambition is to move away from a model where support is unlocked only after lengthy assessment, towards one where expertise is available earlier, more flexibly, and with a stronger focus on inclusion within mainstream settings. There is much to welcome here.
First, the emphasis on early intervention reflects what we know improves outcomes. Too often, support arrives only when needs have escalated to crisis point. Enabling specialists to step in earlier offers a chance to prevent difficulties from becoming entrenched, potentially reducing the number of pupils requiring intensive or specialist placements.
Second, the model could amplify the impact of specialist expertise. Much of this capacity is currently absorbed by statutory assessment processes. If “Experts at Hand” succeeds in redirecting time towards direct work with pupils and staff, it could strengthen classroom practice. Specialists working alongside teachers, modelling strategies, shaping interventions, and building confidence, could have a multiplier effect across the school.
Third, the proposal supports stronger inclusion in mainstream education. Embedding expertise within schools encourages a more adaptive, responsive approach to teaching. For leaders, this offers a more coherent way to meet diverse needs without defaulting to separation. However, success of this vision will depend heavily on execution, and there are significant barriers to consider.
The most immediate challenge is capacity. Specialist services are already under pressure, with long waits and workforce shortages. Without substantial and sustained investment in training and recruitment, there is a risk that “Experts at Hand” becomes a limited resource, available in principle but constrained in practice, with leaders competing for scarce expertise.
There is also the issue of local variability. The model relies on coordination between schools, local authorities, and health services. In reality, these systems vary widely in capacity and coherence. Some areas may develop strong, integrated offers; others may struggle to deliver consistent support. This creates a risk of uneven implementation, with outcomes depending as much on geography as on need.
A further concern is the potential for a two-tier system. If clearer entitlements remain tied to statutory plans while other pupils rely on more flexible, but less enforceable, support, some children could fall through the gaps. School leaders may need to take on a stronger advocacy role to ensure equitable access.
Finally, access to experts alone will not drive change without a cultural shift within schools. Impact will depend on how well staff engage with and apply specialist input. Leaders will need to prioritise collaboration, professional learning, and structures that translate expertise into everyday practice.
In essence, “Experts at Hand” is a compelling and necessary reform, offering a more proactive, inclusive approach. But it is not a silver bullet. The challenge for leaders will be to embrace the opportunity while navigating the practical realities, ensuring its promise becomes a meaningful part of every pupil’s experience.
