Across the country, the number of children identified with SEND continues to rise, putting increasing pressure on both specialist and mainstream provision. As one Deputy Headteacher (pastoral)  in a special school setting recently shared with us:

“We’ve doubled in size — now with over 400 pupils on roll — with plans to expand to 80 pupils per year group, plus a sixth form. On our current site, that’s workable with small class sizes and sensory spaces. But any bigger and we won’t be meeting the needs of pupils already placed with us and thriving.”

This isn’t just a local issue — it’s a national one with this school’s experience replicated across the country. We know nationally the demand for SEND places has outpaced provision. As one of our Youth Sport Trust Lead Inclusion schools shared:

“All of our schools are up to capacity and over numbers… All we can do is continue to support practitioners and teaching assistants in all schools — not just special — to ensure pupils receive meaningful and accessible opportunities.”

Why Indoor and Outdoor Space Matters

Appropriate indoor and outdoor environments are not a ‘nice to have’ for pupils; they are essential to regulation, engagement and overall wellbeing. High-quality physical spaces allow for flexible use of PE, movement and sensory activity throughout the day. When designed intentionally, they become tools for learning and participation.

Two schools that exemplify this are Riverside Special School in Northern Ireland and Slated Row in Milton Keynes. They have created additional provision that responds directly to pupil need. Zoning of outdoor areas for sensory play, the use of adaptable PE spaces, and dedicated areas for regulation are just some of the approaches they have incorporated to help every child feel safe and ready to learn.

Why Staff Confidence and Ratios Matter

A report from the All-Party Parliamentary Group on a Fit and Healthy Childhood (2021) emphasises the need for improved training and support for teachers to effectively deliver physical education, particularly for students with SEND. It recommends embedding knowledge of physical education aims and practices into all teacher training and ongoing professional development, from early years to secondary level.

Through our Inclusion 2024 work we have seen first-hand that when staff are confident, inclusive, and well-supported, they can transform a young person’s relationship with physical activity as well as ensuring they can access the benefits that come from being active. But confidence comes not just from training — it also comes from working at staff-to-pupil ratios that allow time, care and individualised support.

What Needs to Happen

1. Investment in spaces that are adaptable and accessible — both indoor and outdoor — is vital to ensuring physical activity is safe, joyful and developmentally appropriate for every learner.
2. Ratios must reflect reality. Supporting children with complex needs requires staff time, trust, and attentiveness.
3. Teachers and support staff must be given confidence and competence through CPD that is practical, embedded and reflective of the children they work with.
4. System-wide planning must include specialist schools and mainstreams together. Through clear collaboration, resource sharing and leadership, schools can share practice, learnings and challenges in order to support more young people in their settings.

At the Youth Sport Trust, we’re committed to supporting schools, trusts and local systems to get this right. In our recent Impact Report we highlight that schools are in a unique position to provide universal, equal access to sport and physical activity. As outlined in the latest Ofsted report on Physical Education (PE), ‘for many pupils, PE will be the first and only place where they are taught safe, efficient and intelligent movement’ The report also highlights the important role that high quality PE in schools can play in challenging ingrained inequalities and levelling the playing field.

We will continue to advocate for inclusive, meaningful physical activity opportunities for every child, and work with those leading the way to make it possible.

Because every child — no matter their starting point — deserves the space, the staff and the support to thrive through play and sport, resulting in a healthier and happier childhood.

Vicci Wells

Assistant Director, Children & Young People

Youth Sport Trust