In a bid to reassure families, Education Secretary Bridget Phillipson has confirmed that the government will not be retracting “effective support” for children with special educational needs and disabilities (SEND) during the anticipated educational reforms in England. Speaking on the BBC, Phillipson asserted that funding for SEND services will increase, countering fears that proposed changes might diminish the assistance currently available to vulnerable pupils.
Overview of Proposed Changes
The government is set to unveil a detailed White Paper on Monday outlining its strategy for transforming SEND provisions. This announcement comes as parents express concerns regarding potential limitations on support for their children amid a system widely recognised as being in crisis due to skyrocketing costs. Leaks from the forthcoming document suggest a significant shift in how children with education, health and care plans (EHCPs) will be treated, particularly as they transition from primary to secondary education.
From 2029, it appears that students with EHCPs will undergo reassessments as they progress into secondary school. This new approach is expected to be complemented by an expansion of legal rights for all SEND students, who will now benefit from Individual Support Plans (ISPs) established by their schools. These ISPs will carry a legal standing, ensuring that every child with identified special educational needs receives tailored support.
Minister’s Assurance to Parents
Phillipson assured parents during her interview that the reforms would ultimately result in more children receiving support “more quickly” and without the struggle currently associated with obtaining an EHCP. “Parents won’t have to fight so hard to get support through an EHCP,” she stated, aiming to alleviate anxiety about the changes.
In response to concerns regarding existing support, she emphasised, “We are not going to be taking away effective support from children.” The Education Secretary acknowledged the need for a comprehensive review of children’s needs, a process that she indicated should already be taking place annually—a practice that, she noted, is often neglected.
Opposition Concerns
Shadow Education Secretary Laura Trott raised significant apprehensions about the proposed changes, highlighting that many parents are already facing challenges in securing adequate support for their children. Trott described the notion of reassessments as “genuinely frightening” for families who have fought hard for the rights and resources their children need.
The voices of parents echo these concerns. Hannah Luxford, whose son has anxiety issues, shared her distress over the lengthy process of securing an EHCP, stating it took 18 months. While her son is currently thriving in a funded virtual school, she fears for his legal rights under the new system, questioning whether existing protections will remain intact.
Financial Implications and Future Goals
The government’s decision to transfer SEND costs currently borne by local councils to central funding from 2028 is projected to exacerbate a £6 billion financial burden. The Institute for Fiscal Studies (IFS) has highlighted three potential strategies for addressing this challenge: increasing education funding, reforming the SEND system to manage costs, or implementing cuts. IFS analyst Luke Sibieta remarked on the dire state of the current system, noting that it is marred by conflict and inconsistent quality.
In addition to SEND reforms, the government aims to halve the attainment gap between disadvantaged pupils and their peers by the end of the current Parliament. Recent GCSE results indicate that the disadvantage gap index for Year 11 pupils has widened post-pandemic, increasing from a low of 3.66 in 2019/20 to 3.94—its highest in a decade.
Why it Matters
The proposed SEND reforms are critical not only for the future of countless children but also for the integrity of the educational system in England. As parents await the detailed White Paper, their concerns about the potential loss of support underscore the necessity for a system that prioritises timely and effective assistance for those with special needs. The outcome of these reforms will have lasting implications on educational equity and the wellbeing of vulnerable students, making it imperative for the government to navigate this transition with care and clarity.
