The English government has announced significant reforms to the special educational needs and disabilities (SEND) system, aiming to streamline support for children with complex needs. Starting in 2035, only those with the most intricate requirements will qualify for education, health, and care plans (EHCPs). This shift is part of a broader strategy outlined in the Schools White Paper, which also allocates £4 billion over the next three years to enhance inclusivity in mainstream schools.
Changes to EHCP Eligibility
Under the new framework, children currently holding EHCPs will retain their plans until they complete their current educational phase, with reassessments beginning in September 2029. For instance, students in Year 2 now will undergo their evaluations when they reach Year 6. The government aims to address the escalating demand for EHCPs, which have been described as part of a “broken” system by the National Audit Office.
The reform introduces a new individual support plan (ISP) for all SEND pupils. This document, developed collaboratively by schools and parents, will outline each child’s needs and the support they require. Based on this plan, students will receive one of three tiers of assistance: “targeted,” “targeted plus,” or “specialist.” Only those classified as needing specialist support will be eligible for EHCPs.
Government’s Vision for Inclusivity
Education Secretary Bridget Phillipson highlighted the government’s intention to create a more inclusive environment in mainstream schools. Speaking at a school in Peterborough, she emphasised the need to eliminate the struggles many parents face in securing appropriate support for their children. The proposed changes aim to shift the perception of SEND children from being sidelined to being recognised and included in educational settings.
In addition to SEND reforms, the Schools White Paper addresses various pressing issues within the education sector, including teacher recruitment and retention. Strategies such as enhanced maternity pay and financial incentives for head teachers are being considered to improve conditions in schools. The document also outlines ambitious attendance targets aimed at achieving the most significant improvements in a decade, particularly for disadvantaged groups.
Financial Considerations and Challenges Ahead
Despite the government’s commitment to investing in SEND, concerns regarding funding remain prominent. The Office for Budget Responsibility has forecasted a £6 billion deficit in SEND funding by the 2028-2029 academic year, highlighting the disparity between allocated government resources and actual spending needs. Luke Sibieta from the Institute for Fiscal Studies noted that the government’s immediate plan to enhance SEND provisions in mainstream schools, while maintaining existing EHCPs, could lead to increased expenditures.
Critics, including Conservative shadow education secretary Laura Trott, have raised questions about how the government plans to address this funding gap. Trott expressed the need for clearer guidelines regarding eligibility, support levels, and the financial resources that will follow each child. Meanwhile, the Liberal Democrats’ education spokesperson, Munira Wilson, acknowledged the positive steps being taken but insisted that the success of these reforms lies in the details.
Responses from Educational Leaders
Responses from teaching unions have varied, with many acknowledging the necessity of reform while cautioning that adequate funding is critical for success. Daniel Kebede, general secretary of the National Education Union, described the announced funding as insufficient. In a similar vein, NASUWT general secretary Matt Wrack referred to it as “barely a drop in the bucket.” Leaders from various educational organisations, including the National Association of Head Teachers and the Association of School and College Leaders, stressed the importance of supportive services and manageable workloads for teachers as integral to the reforms’ success.
Why it Matters
The impending changes to the SEND system represent a pivotal moment for education in England, with the potential to fundamentally reshape how support is provided to children with special needs. As the government seeks to create a more inclusive environment, the success of these reforms hinges on adequate funding and clear communication. By addressing the pressing needs of SEND children, the government not only tackles educational inequities but also strives to enhance the long-term prospects of a vulnerable segment of the population. The unfolding developments will be closely monitored by parents, educators, and policymakers alike, as they hold the key to transforming educational experiences for countless children across the country.
