The UK government has unveiled significant changes to the special educational needs and disabilities (SEND) framework in England, aiming to streamline support for children and their families. With new terminology such as individual support plans (ISPs) and a range of support levels, the reforms seek to ensure that assistance is delivered promptly and without unnecessary hurdles. Education Secretary Gillian Keegan has stated that the goal is to provide the necessary support “when they need it, as routine and without a fight.”
Key Changes to Education, Health and Care Plans
One of the most notable alterations is the future of education, health and care plans (EHCPs). By the year 2035, only those children with the most severe and complex needs will be eligible for these legal documents, which outline the specific support required for each pupil. Historically, the percentage of students with EHCPs has risen sharply from 2.8% to 5.3% over the past eight years, raising concerns about the sustainability of the system.
Current pupils with EHCPs will retain them until they complete their respective educational phases, with reassessments set to commence in autumn 2029. This means the current Year 2 students will be the first to undergo this new evaluation process. Although parents will still be able to apply for EHCPs, the government is optimistic that these reforms will slow the increasing demand for such plans, ultimately returning the figures to their previous levels.
Introduction of Individual Support Plans
Alongside the changes to EHCPs, the government is introducing individual support plans (ISPs) designed for pupils with SEND who may not qualify for EHCPs. These plans will detail a child’s needs and the support they should receive, aiming to provide a more tailored approach to each child’s daily requirements.
While ISPs will be mandatory for all children, those with EHCPs will also receive ISPs, which will clarify how the EHCP’s provisions will be implemented. These plans are intended to be flexible and will be reviewed annually to ensure they remain relevant to the child’s evolving needs. Parents who disagree with the content of an ISP will first need to navigate the school’s complaints process before escalating their concerns to local authorities or the government.
New Support Framework for Children with SEND
The overhaul introduces a comprehensive support structure, consisting of three distinct layers: “targeted,” “targeted plus,” and “specialist” support. In addition to a universal offer available to all children, this new framework aims to provide tailored assistance based on individual requirements.
“Targeted” support may include strategies such as small group learning or specific adjustments like coloured paper for students with dyslexia. The “targeted plus” layer enhances this by offering access to specialists, including speech and language therapists, as well as dedicated inclusion bases within schools. Finally, “specialist support” is reserved for those with the most intricate needs and involves a tailored “specialist provision package” crafted by a team of education, health, and care professionals.
The Department for Education envisions a system where children can transition smoothly between these layers of support as their situations change. By 2028, national inclusion standards will be established, setting clear expectations for the support that schools and families can anticipate.
The Path Forward
The proposed reforms to the SEND system reflect the government’s commitment to enhancing educational outcomes for children with additional needs. While the changes may seem daunting, the intention behind them is to create a more adaptable and responsive environment for children and their families.
Why it Matters
These reforms have the potential to reshape the landscape of special educational needs in England, offering a more structured and comprehensive approach to support. With a focus on individual needs and streamlined processes, the government aims to alleviate some of the pressures faced by families navigating the system. If implemented effectively, these changes could lead to improved educational experiences and outcomes for countless children, ensuring they receive the support they need to thrive.
