In a significant shift towards improving educational support for children with special educational needs and disabilities (SEND), the UK government has unveiled plans to overhaul the current system, limiting eligibility for education, health, and care plans (EHCPs) to only those with the most complex needs by 2035. While pupils currently holding EHCPs will retain them until at least September 2029, the proposed changes aim to create a more inclusive environment within mainstream schools, ensuring that children with SEND receive the support they truly require.
New Framework for Support
Education Secretary Bridget Phillipson articulated the government’s vision, stating that the forthcoming changes will foster inclusivity within mainstream education, thereby enhancing life chances for affected children. The reforms are part of the broader Schools White Paper, which outlines the government’s legislative intentions for the future of education in England.
To facilitate these changes, the government has pledged a substantial £4 billion investment over the next three years aimed at bolstering support for SEND in mainstream schools. This funding will be divided into £1.6 billion directed to schools, early years settings, and colleges, alongside £1.8 billion intended to increase access to specialist services, such as speech and language therapists.
A Shift in Eligibility
Until now, EHCPs have been essential legal documents that identify children’s specific needs and delineate the support they should receive. Under the new framework, children who currently possess EHCPs will be able to retain these documents until they transition out of their current educational phase. Starting in September 2029, these children will undergo reassessments to determine their ongoing eligibility.
The most notable change will be the introduction of Individual Support Plans (ISPs) for all pupils with SEND. These plans, developed in collaboration with parents, will clearly outline each child’s requirements and the support they should access. Depending on their needs, children will be classified into one of three new support tiers: “targeted,” “targeted plus,” or “specialist.” Only those qualifying for the highest tier will be eligible for EHCPs.
Concerns and Criticism
Despite the government’s optimistic outlook, there are significant concerns regarding the practicality and sufficiency of the proposed changes. The National Education Union has cautioned that placing additional expectations on schools without accompanying resources could exacerbate existing challenges. The union’s representatives have voiced that the current funding plan falls short of what is needed to effectively implement these reforms.
Moreover, the National Audit Office has previously identified the SEND system as being in a state of disrepair, raising questions about how the government intends to address the surging demand for EHCPs amidst escalating costs. Luke Sibieta from the Institute for Fiscal Studies highlighted the financial strain this transition could impose, noting that while new provisions are established, the government must also navigate existing pressures within the current system.
In response to these reforms, opposition voices have called for greater clarity. Laura Trott, the shadow education secretary, emphasised the lack of transparency regarding qualification criteria for different support tiers and the funding that would follow the child. Liberal Democrats education spokeswoman Munira Wilson acknowledged the government’s intentions but cautioned that the success of these reforms hinges on the details that are yet to be clarified.
Perspectives from Educators
Educators and teaching unions have largely welcomed the proposed reforms, recognising the urgent need for a revised SEND system. Daniel Kebede, general secretary of the National Education Union, reiterated that the funding announced was inadequate, while representatives from other unions echoed similar sentiments, stressing that meaningful reform must be backed by substantial financial investment.
Paul Whiteman, general secretary of the National Association of Head Teachers, pointed out that the success of these reforms is intrinsically linked to the availability of support services, while Pepe Di’Iasio, general secretary of the Association of School and College Leaders, voiced the necessity to consider the workload of teachers in implementing these changes.
Why it Matters
These proposed reforms represent a pivotal moment for children with special educational needs in England, aiming to reshape the educational landscape into one that is more inclusive and supportive. As the government strives to facilitate better educational outcomes, it is essential that the accompanying funding and resources are robust enough to not only address the immediate needs but also to create a sustainable and effective support system for the future. The success of these initiatives will ultimately determine the extent to which children with SEND are seen, heard, and included in the educational journey, making it critical for all stakeholders to engage in the ongoing dialogue and ensure that no child is left behind.
