The government has unveiled a significant transformation to the special educational needs and disabilities (SEND) framework in England, set to take effect by 2035. Under the new guidelines, only children with the most complex needs will qualify for education, health and care plans (EHCPs). This change comes as part of a broader initiative aimed at making mainstream schools more inclusive and improving life outcomes for all children.
Changes to EHCP Eligibility
Starting in 2035, the eligibility criteria for EHCPs will tighten considerably. Currently, children with existing plans will retain them until at least September 2029, at which point their support entitlements will be reassessed at key educational milestones, such as the end of primary school and completion of GCSEs. Education Secretary Bridget Phillipson expressed optimism about the reforms, stating that they would alleviate the prolonged struggles many parents face in securing necessary support for their children.
The proposed adjustments aim to create a more inclusive educational environment. All pupils with special educational needs will receive a new document, termed an individual support plan (ISP), which schools will develop in collaboration with parents. This plan will detail the student’s needs and the support required, categorising it into three tiers: “targeted,” “targeted plus,” and “specialist.” Only those receiving “specialist” support will be eligible for EHCPs moving forward.
Funding and Resources
The government has pledged £4 billion over the next three years to enhance inclusivity in mainstream schools. This investment includes £1.6 billion allocated directly to schools, early years settings, and colleges, alongside £1.8 billion designated for access to specialised services such as speech and language therapy. However, concerns have been raised regarding the sufficiency of this funding. The National Education Union has cautioned that simply increasing expectations on schools without providing adequate resources will not yield the desired outcomes.
Moreover, the Office for Budget Responsibility has projected that the deficit between council funding for SEND and actual spending could grow to £6 billion by 2028-2029. Critics, including Luke Sibieta from the Institute for Fiscal Studies, argue that while the new system is being established, existing financial pressures must also be addressed, leading to a potentially costly transition.
Responses from Educators and Politicians
Educators and political leaders have responded with a mix of hope and caution. Laura Trott, the Conservative shadow education secretary, highlighted the lack of clarity surrounding the new system, questioning how the government plans to bridge the anticipated £6 billion funding gap. Meanwhile, Munira Wilson, the Liberal Democrats’ education spokesperson, acknowledged the government’s steps towards reform but emphasised that success hinges on the details of implementation.
Teaching unions have expressed cautious optimism, recognising the need for substantial funding to support the proposed changes. Daniel Kebede, general secretary of the National Education Union, stated that the financial resources outlined are far from sufficient, while Matt Wrack from NASUWT described the funding as “barely a drop in the bucket.” The success of the reforms will heavily depend on the availability of support services and the management of teachers’ workloads, as outlined by various leaders in the education sector.
Why it Matters
The proposed overhaul of the SEND system represents a critical moment for many families navigating the complexities of educational support in England. This reformation is not just about policy change; it aims to foster an environment where children with special needs are seen, heard, and included rather than sidelined. As the government moves forward with these changes, the emphasis must remain on adequate funding and resource allocation to ensure that all children can access the support they need to thrive in an inclusive educational landscape.
