The Children’s Commissioner’s warning about geographical inequalities raises an important question: Are we doing enough to ensure every child can access the education they need?
Access to education is about more than having a school place.
For children with special educational needs and disabilities (SEND), emotional barriers to school attendance, or other complex circumstances, being enrolled in school does not always mean being able to participate in learning.
The Children’s Commissioner’s findings highlight the wider inequalities children experience across England. They also reinforce the importance of ensuring that suitable educational support is available wherever a child lives.
Different needs require different approaches
For most children, attending their local school will be the right option. But some need greater flexibility, specialist support or an alternative approach to learning.
Live, teacher-led online education can help schools and local authorities maintain educational continuity for learners who cannot attend conventional classrooms. It can also support reintegration, where appropriate, or provide a longer-term pathway for those whose needs are better met differently.
The technology matters, but so do the teachers, relationships, pastoral support and understanding of each learner’s circumstances.
Making education more accessible
For 30 years, Nisai Learning has worked with schools, local authorities and families to help learners overcome barriers to education.
Our experience reinforces the importance of identifying needs early, providing appropriate options and ensuring that children do not lose access to learning while solutions are being found.
“Reducing educational inequality requires collaboration across the education system, alongside the flexibility to recognise that one approach will never work for every learner.” Dhruv Patel, Founder and CEO of Nisai Learning
A child’s opportunities should be shaped by their abilities and aspirations, not by their postcode or the barriers they face.
Inspired by BBC reporting on the Children’s Commissioner’s findings: Read the BBC article.
