The UK government has unveiled significant reforms to the special educational needs and disabilities (SEND) system in England, aimed at overhauling how support is provided to children with complex needs. By 2035, only those with the most intricate requirements will qualify for education, health, and care plans (EHCPs). Current beneficiaries of EHCPs can maintain their support until at least September 2029, when reassessments will begin following primary school and GCSE completions. Education Secretary Bridget Phillipson asserts that these changes will enhance inclusivity in mainstream schools and improve life opportunities for affected children.
Key Changes to EHCP Eligibility
The forthcoming reforms, outlined in the government’s Schools White Paper, will reshape the criteria for EHCPs. As part of a broader strategy to address the increasing demand for these plans—legal documents that articulate the specific needs of children—the government has committed to investing £4 billion over the next three years to bolster mainstream educational settings for children with SEND.
A crucial aspect of the reform is the introduction of individual support plans (ISPs), which will replace EHCPs for most children. Schools, in collaboration with parents, will develop these ISPs to identify specific needs and the support required. The new framework categorises support into three tiers: “targeted”, “targeted plus”, and “specialist”. Only those classified under the “specialist” category will be eligible for EHCPs.
Funding Concerns and Teacher Support
Despite the promising reforms, concerns regarding funding persist. The National Education Union has cautioned that the current financial allocations fall short and warned against imposing additional expectations on schools without adequate resources. The proposed £4 billion includes £1.6 billion earmarked for schools, early years settings, and colleges, while £1.8 billion is intended to enhance access to specialist educators, such as speech and language therapists.
The Office for Budget Responsibility has projected a £6 billion gap between the funding councils receive for SEND and their actual expenditure by 2028-2029. Luke Sibieta from the Institute for Fiscal Studies highlighted that while the government plans to expand SEND provisions in mainstream schools, it must also address the growing financial pressures within the existing system.
Responses from Education Leaders
The government’s announcement has drawn mixed reactions from educational leaders and opposition figures. Conservative shadow education secretary Laura Trott expressed concerns regarding the lack of clarity on how the government intends to resolve the anticipated £6 billion deficit. “Parents require more transparency on the support framework,” she stated, noting that while the White Paper outlines various principles and tiers, it fails to clarify qualification criteria or expected outcomes.
Liberal Democrats education spokesperson Munira Wilson acknowledged the government’s steps toward reform but emphasised that the success of these changes will hinge on the details. Teaching unions have echoed this sentiment, with Daniel Kebede, general secretary of the National Education Union, stating that the funding allocated is “not enough”. Meanwhile, Paul Whiteman from the National Association of Head Teachers stressed the necessity of adequate support services to ensure the reforms yield tangible results.
The Broader Educational Landscape
In addition to SEND reforms, the Schools White Paper addresses other pressing issues in education, including teacher recruitment and retention. Initiatives to enhance maternity pay and provide financial incentives for head teachers are among the proposed measures aimed at improving the educational landscape. Furthermore, new attendance targets are anticipated to foster the fastest rate of improvement seen in a decade, along with initiatives to uplift outcomes for disadvantaged white working-class children, particularly in the North East and coastal regions.
Why it Matters
The planned overhaul of the SEND system represents a pivotal shift in how educational support is provided to children with special needs in England. With the focus on inclusivity and tailored support, these reforms aim to ensure that all children have access to the resources necessary for their development. However, the effectiveness of these changes will largely depend on the government’s ability to secure adequate funding and implement clear guidelines that uphold the rights of children and families navigating the complexities of the educational system. As stakeholders await further details, the pressure is on to ensure that these reforms translate into meaningful improvements in the lives of children with special educational needs.
