Schools may feel that with the
loss of a familiar structure they may not be able to deliver all that they need to under the new requirements for SEN. My view is that the removal
of these structures will allow schools to have more
freedom in how they interpret their own arrangements to identify, assess and deliver the provision for children and young people with SEN.. There is an opportunity here for schools to become very
creative in demonstrating what that provision may look like by applying a graduated approach.