The latest figures from the government reveal a troubling yet significant rise in the number of children requiring support for special educational needs and disabilities (SEND), with the number of education, health and care plans (EHCPs) reaching an unprecedented 700,000. The statistics indicate a 12.5% increase from January 2025 to January 2026, marking the sharpest annual rise since the introduction of EHCPs over a decade ago.
A Growing Demand for Support
The rise in EHCPs underscores the increasing demand for tailored educational assistance for children with SEND. Over 110,000 new plans were issued in 2025 alone, reflecting a growing recognition of the unique challenges faced by these children and their families.
A spokesperson for the Department for Education (DfE) commented on the situation, stating that these figures reveal the extent of the challenge the current government has inherited. To address this issue, they have committed £4 billion to enhance specialist support within mainstream schools. “We are building a system where every school can support every child to thrive, while ensuring those with the greatest needs get the specialist help they require,” the spokesperson added.
The Transition to Secondary School: A Family’s Struggle
For many families, navigating the process of securing an EHCP can be a daunting task. Karen Quinn, a mother of an 11-year-old boy named Adam, is currently engaged in this complex journey. Adam, who is autistic and also has ADHD and dyslexia, is due to transition to secondary school in September. For Karen, obtaining an EHCP before this crucial move is vital.
“Every delay impacts the transition to high school,” she points out, expressing her concern that the necessary support may not be in place in time for Adam. The emotional toll of this process is significant; Karen laments that the pursuit of SEND support often detracts from the joyful moments of childhood. “I just want him to get the help he needs to be the best he can be,” she emphasises.
Government Reforms: A Mixed Bag of Hope and Concern
The government has announced plans to reform the SEND system, aiming to make mainstream schools more inclusive. However, these changes have sparked concern among families and advocacy groups. By 2030, fewer children will qualify for EHCPs, with the majority of those currently benefiting from these plans being offered individual support plans (ISPs) instead. Critics fear this shift could undermine essential legal rights to support.
Education Secretary Bridget Phillipson has stated that every child should have the opportunity to attend their local school with friends and receive a quality education. Yet, many remain sceptical about whether the reforms will truly enhance the educational experience of children with SEND. Jolanta Lasota, chief executive of the charity Ambitious About Autism, noted that children are apprehensive about the effectiveness of inclusion bases within mainstream schools, fearing they may become isolated rather than integrated.
The Call for Consistency and Clarity
The introduction of inclusion bases is intended to provide targeted teaching and specialist support, aiming to rectify inconsistencies in how SEND provision is delivered across schools. Yet, some critics, including Matt Wrack, general secretary of the NASUWT teaching union, argue that schools are being left to shoulder the burden without clear guidelines on what an inclusive environment should entail.
The DfE acknowledges that the SEND system has reached a critical point, pledging to invest in training for teachers and equipping schools with the necessary resources to meet the needs of children earlier in their education. However, the success of these initiatives will depend on their implementation and the ongoing commitment to address the complex realities faced by families navigating this challenging landscape.
Why it Matters
As the number of children requiring special educational needs support continues to rise, the implications for families, schools, and the broader educational landscape are profound. The government’s commitment to reform and investment in SEND support is a step in the right direction, but it must be accompanied by clear guidance, effective implementation, and genuine engagement with the families affected. Only then can we hope to create a truly inclusive educational environment where every child has the opportunity to flourish.
