The government is committed to maintaining effective support for children with special educational needs and disabilities (SEND) as it prepares to unveil significant reforms to the education system in England. Education Secretary Bridget Phillipson has promised that funding will increase, countering fears among parents that their children’s support might be diminished under the proposed changes.
Funding Commitment and System Overhaul
In an interview with the BBC, Phillipson asserted that the government intends to “spend more money” on SEND provisions, aiming to overhaul a system currently viewed as ineffective. She emphasised that the reforms will ensure children receive timely support tailored to their individual needs, alleviating the burdens parents often face when navigating the existing framework.
The anticipated White Paper, scheduled for release on Monday, will detail the forthcoming changes. Parents have expressed concern that the reforms could limit the assistance their children receive, amidst growing pressures regarding the financial viability of the SEND system, which has been described as being in crisis.
Reassessments and Individual Support Plans
Reports indicate that the government plans to reassess children with education, health, and care plans (EHCPs) once they transition into secondary school starting in 2029. Notably, the proposals include extending legal rights to encompass all children with SEND through new Individual Support Plans (ISPs). Each child will have an ISP developed by their school, carrying legal weight to ensure compliance.
Phillipson reassured parents that EHCPs will remain a vital component of the new system, stating, “More children will receive support,” and they will receive it “more quickly” than before. She acknowledged the need for regular reviews of children’s needs, a process that has often been inconsistent under the current system.
Concerns from Opposition and Parents
Despite the government’s assurances, opposition figures, including Shadow Education Secretary Laura Trott, have raised alarm over the proposed assessments, suggesting that many parents already struggle to secure necessary support for their children. Trott highlighted the anxiety that reassessment could induce among families who have fought long and hard for adequate provision.
Parents like Hannah Luxford, whose son has benefited from an EHCP, voiced concerns about the potential erosion of legal protections under the new reforms. She described the existing system as “unhelpful, adversarial, and complex,” and fears that any rollback on support could severely impact her son’s educational progress.
Financial Strain and Future Obligations
The government plans to assume responsibility for SEND costs currently borne by local councils starting in 2028, which analysts predict could lead to a £6 billion financial strain. The Institute for Fiscal Studies has outlined three strategies for addressing this growing pressure: increasing education funding, implementing reforms to curb SEND spending growth, or resorting to cuts.
Luke Sibieta from the IFS described the current situation as “the worst of all worlds,” with a rising number of EHCPs and escalating costs without any corresponding improvement in service quality. The proposed reforms are also set to address the widening attainment gap between disadvantaged pupils and their peers, with a goal of halving this disparity by the time the current cohort completes secondary education.
Why it Matters
These reforms represent a critical juncture for SEND provision in England. As the government attempts to navigate fiscal pressures while responding to parental concerns, the changes may reshape the educational landscape for countless children with special needs. The effectiveness of these reforms will hinge on their implementation and the extent to which they fulfil the promises made to families currently dependent on established support systems. The coming weeks will be pivotal in determining whether these changes will lead to genuine improvements or merely shift the burden of support without enhancing the quality of education.
