Recent government statistics reveal a significant rise in the number of children receiving support for special educational needs and disabilities (SEND), reaching an unprecedented high. The latest data indicates a 12.5% increase in children holding education, health and care plans (EHCPs) between January 2025 and January 2026, marking the most substantial year-on-year growth since the introduction of EHCPs over ten years ago. The current total surpasses 700,000, bringing to light the growing demand for specialised educational support across the UK.
Government Response and Investment
A spokesperson from the Department for Education (DfE) acknowledged the challenges that have arisen under the current system, stating that the increasing figures demonstrate the scale of the issue. To address these challenges, the government has committed £4 billion to enhance specialist support within mainstream educational settings. The spokesperson emphasised a vision for a more inclusive educational framework, asserting, “We’re building a system where every school can support every child to thrive, while ensuring those with the greatest needs get the specialist help they need.”
Families who require additional assistance for their children beyond what mainstream schools typically offer can apply for an EHCP, which guarantees essential support. In 2025 alone, over 110,000 new plans were issued, encompassing children and young people up to the age of 25. However, concerns have been raised regarding the timeliness of these plans, with less than half being issued within the statutory 20-week timeframe.
Increasing Inclusion in Mainstream Schools
The data also highlights a notable trend: more children with EHCPs are attending mainstream schools, with a rise of over 15% from the previous year. Nearly half of the children with EHCPs are now integrated into these settings, which aligns with the government’s recent proposals to reform the SEND system. The aim is to foster a more inclusive environment within mainstream schools for children with SEND.
The government’s reform initiative, announced earlier this year, seeks to enhance support for these children by introducing a new framework that will be implemented by 2030. Under this new system, fewer children will qualify for EHCPs; instead, all children with SEND—currently estimated at over 1.8 million—will receive individual support plans (ISPs), reserving EHCPs for those with the most complex needs.
Concerns from Parents and Advocacy Groups
Parents and advocacy groups have expressed apprehension regarding the proposed changes. Critics worry that the shift could undermine legal rights to support, leading to a reduction in necessary assistance. Karen Quinn, a mother navigating the EHCP process for her son, Adam, who has autism and ADHD, articulated her frustrations over the lengthy delays in securing support. She stated, “It wastes so much of their one little childhood that they have.” The urgency to finalise Adam’s EHCP before his transition to secondary school reflects a broader concern shared by many parents facing similar hurdles.
Helyn Clack, the cabinet member for children, families, and lifelong learning at Surrey County Council, reiterated that EHCP assessments are conducted on a case-by-case basis, encouraging families with concerns to reach out for guidance. This sentiment is echoed by educational leaders who acknowledge the pressing need for clarity and support as reforms take shape.
The Role of Inclusion Bases
The government has also introduced new guidance on the establishment of inclusion bases within mainstream schools. These dedicated spaces are intended to provide targeted teaching and specialised support for children with SEND, aiming to mitigate the inconsistencies in educational provision that have left many children feeling excluded. Education Secretary Bridget Phillipson emphasised the importance of ensuring that every young person can attend their local school “with their friends” and receive a high-quality education.
However, doubts remain regarding the efficacy of these inclusion bases. Jolanta Lasota, chief executive of the Ambitious About Autism charity, noted that while the school environment is crucial for a child’s success, many young people have expressed uncertainty about whether inclusion bases will truly facilitate their integration or merely serve as another means of separation.
Criticism of Government Strategy
Critics from the education sector have also spoken out against the government’s approach. Matt Wrack, general secretary of the NASUWT teaching union, lambasted the issuance of guidance on inclusion without first releasing the anticipated response to the SEND consultation. He argued that the government is passing the burden onto already stretched schools and teachers without providing clear expectations for what an inclusive educational environment entails.
In response to these challenges, the DfE has acknowledged that the SEND system is under significant strain, asserting that its investment will equip teachers with the necessary training and resources to support children with SEND more effectively.
Why it Matters
The rising number of children receiving SEND support underscores a critical need for systemic reform within the UK’s educational framework. As families navigate the complexities of securing support for their children, the government’s proposed changes may represent both an opportunity and a challenge. The success of these reforms will ultimately depend on their implementation and the extent to which they genuinely enhance inclusivity in schools, ensuring that no child is left behind in their educational journey.