There’s a story I’ve heard many times from parents across West Cumbria, and I suspect many readers will recognise it.
It’s the story of a child who was struggling at school. Instructions felt overwhelming. Busy classrooms were exhausting. Slowly, quietly, that child began to believe that school simply wasn’t for them. Parents watched their confidence drain away and felt powerless to stop it. For any family, that experience is heartbreaking.
Then something changed. A teacher took the time to really understand that child. Instead of seeing a problem to be managed, they saw a bright, curious young person who needed to be taught differently. Tasks were broken down. Instructions were supported visually. Extra time was given to process. Expectations became clearer and more consistent.
Within a year, that child was thriving. For some, that meant discovering a love of reading. For others, making friends or feeling excited to go to school in the morning. Sometimes it was simply the confidence to take part in class. For parents, it meant the relief of finally feeling their child was understood.
This is what great teaching looks like, and I’ve met many teachers like this on visits to schools across West Cumbria.
But for too long, teacher training has been inconsistent. That hasn’t just let families down; it has frustrated teachers too. Many have told me they want to do the right thing, but haven’t always had the training or support to meet the full range of needs in today’s classrooms.
We’ve already started to address this for new teachers, with a stronger focus on adaptive teaching and supporting pupils with SEND. But that still leaves many experienced staff who trained under earlier systems and were left with a patchwork of support.
Nearly half of teachers say more training would help their confidence. Parents I’ve met through local SEND roundtables have echoed this repeatedly: the goodwill is there, but schools cannot be expected to solve these challenges alone.
That’s why a new £200 million investment in SEND training matters. It will give teachers and support staff across West Cumbria practical tools to support children with speech and language needs, visual impairments and other additional needs, from the early years through to college. Just as importantly, it will help schools build inclusive cultures where every child feels they belong.
This kind of teaching doesn’t just benefit children with additional needs. When teachers are confident in adapting their approach, everyone gains: the child who needs more time to process, the child ready to be stretched further, and all those in between. Inclusive classrooms work better for everyone.
No one pretends this fixes everything overnight. Families here have faced years of frustration, and rebuilding trust will take time. But confident, well-supported teachers are the foundation. When children feel safe and understood, everything else follows: attendance, wellbeing and achievement.
Josh MacAlister MP 