England’s children’s services chiefs have set out a future vision to fix an ‘incoherent and fragmented’ education system.

Reforms have resulted in a schools system that lacks clarity around the roles of key actors, is less rooted in place, and does not reward inclusivity, according to the Association of Directors of Children's Services (ADCS).

The leadership association said the ‘unique role’ of local authorities in education has been ‘partly eroded’, with funding for councils’ education-related budgets reduced or removed while their statutory duties remain.

Early years and further education (FE) ‘have not had the long-term strategies and adequate funding they desperately need, despite each sector being critical to improving social mobility’, the ACDS added.

Its new report calls for a greater focus on tackling and minimising exclusions, improving attendance and engaging children with education in a way that brings a sense of belonging in schools.

It also highlights the need for a strategy that aligns with other reforms underway in special educational needs and disabilities and children’s social care.

ADCS president John Pearce said: ‘We urgently need government to set out its national vision for the schools system and how it plans to support all learners, whatever their needs, to achieve their full potential.

‘This must be backed by sufficient long-term funding from government and there must be a strong role for the local authority at its heart, as leader of place.

‘If we continue as we are, with an incoherent and fragmented schools system, a high stakes accountability system, a narrow academic curriculum and insufficient funding across the schools, early years and FE sectors, we do children a grave disservice, damaging their life chances and this country’s future economy.’