In a significant announcement, Education Secretary Bridget Phillipson has assured parents that the government will not retract essential support for children with special educational needs and disabilities (SEND) in the face of imminent reforms to the education system in England. On the BBC’s Sunday with Laura Kuenssberg programme, Phillipson emphasised that funding for SEND will increase rather than decrease, countering widespread concerns that proposed changes could undermine existing entitlements.
Reassessing SEND Support
As part of the forthcoming White Paper set to be released on Monday, the government plans to implement a series of reforms aimed at overhauling SEND provision. Phillipson indicated that a thorough review of children’s needs will occur as they transition into secondary school, a move that has raised eyebrows among parents already navigating a complex support system.
The proposed framework includes reassessments for pupils with Education, Health and Care Plans (EHCPs) from 2029, alongside the introduction of Individual Support Plans (ISPs) for all SEND students. These ISPs are designed to provide a legal foundation for support, ensuring that children without current EHCPs will also receive tailored assistance.
A Decade of Transition
Phillipson reassured parents that the new system will enhance accessibility to support, stating, “More children will receive support… more quickly, when they need it and where they need it.” She acknowledged the current inadequacies in the system, where annual EHCP reviews often fail to take place as intended.
The cabinet minister committed to a gradual transition over the next decade, highlighting that the reforms aim to rectify a system widely deemed ineffective. However, she remained non-committal about whether any existing support would be withdrawn, insisting, “We are not going to be taking away effective support from children.”
Concerns from the Opposition
The proposed changes have not gone unnoticed by the opposition. Shadow Education Secretary Laura Trott expressed significant concerns, pointing out that many parents have long fought for adequate support for their children. The prospect of reassessments is particularly alarming for families, with some fearing a potential reduction in their child’s entitlements.
Hannah Luxford, whose son has benefited from an EHCP, described the current system as “unhelpful and adversarial.” She is particularly anxious about how the proposed reforms will affect existing rights and entitlements, stating, “If that’s taken away, it will take us back to where we were five years ago.”
Financial Pressures and Future Plans
The government is preparing to assume financial responsibility for SEND costs currently borne by local councils starting in 2028, a decision expected to impose an additional £6 billion strain on budgets. Analysts from the Institute for Fiscal Studies have identified three potential pathways to manage this financial pressure: increasing education funding, reforming SEND expenditure, or enacting cuts.
Luke Sibieta, an economist with the IFS, noted the detrimental state of the current system, stating, “Unfortunately, we still have a system that is characterised by conflict… but also by really patchy levels of quality.”
As part of its broader educational strategy, the government aims to halve the attainment gap between disadvantaged students and their peers by the end of this Parliament. Recent data reveals that the disadvantage gap index for Year 11 students has widened post-pandemic, highlighting an urgent need for effective intervention.
Why it Matters
The government’s commitment to enhancing support for SEND children is crucial, particularly as families grapple with a system perceived as failing. The forthcoming reforms could redefine the educational landscape for millions, making it imperative that the execution of these changes prioritises the needs and rights of vulnerable students. With significant financial and political pressures looming, the success of these reforms will be measured not only in policy terms but also by how effectively they translate into improved educational outcomes for children who need them most.
