In a bid to address concerns surrounding the education of children with special educational needs and disabilities (SEND), Education Secretary Bridget Phillipson has assured parents that existing effective support will not be compromised in the government’s forthcoming reforms. The anticipated changes, set to be detailed in a White Paper next Monday, aim to enhance the current system, which many believe is in crisis due to rising costs and inadequate provisions.
Increased Funding and Support
Phillipson emphasised that the government plans to increase investment in SEND, contrary to fears that support might diminish. In her comments to the BBC, she stated, “We are not going to be taking away effective support for children.” Instead, she outlined a commitment to provide quicker and more accessible assistance through a system overhaul that will include reassessments of children’s needs as they transition to secondary schools from 2029.
The proposed reforms suggest that children with education, health and care plans (EHCPs) will be reviewed upon entering secondary education, a move that has sparked mixed reactions among stakeholders. The new Individual Support Plans (ISPs) will extend legal protections to all children with identified SEND, ensuring that every child receives a tailored support plan from their school.
Legislative Support and Parental Concerns
Phillipson reinforced the importance of EHCPs, which will remain integral to the new framework. “The assurance I can give to parents is that under the new system, more children will receive support,” she asserted. However, the prospect of reassessments has left some parents anxious. Shadow Education Secretary Laura Trott expressed concerns that the proposed changes could create additional hurdles for families already struggling to secure necessary support.
Parents like Hannah Luxford, who waited 18 months for her son’s EHCP, have voiced apprehension over the potential impacts of the reforms. Luxford described the current system as “unhelpful” and “adversarial,” fearing that any alterations could jeopardise the hard-won rights and provisions her son currently enjoys.
Financial Implications and Systemic Issues
The government’s decision to shift the financial burden of SEND costs from local councils to central government by 2028 has raised alarms, with estimates projecting a £6 billion funding gap. The Institute for Fiscal Studies (IFS) has highlighted the urgent need for sustainable solutions, suggesting that increasing education funding, reforming SEND spending, or implementing cuts are the only viable pathways to mitigate this pressure.
Luke Sibieta from the IFS remarked on the current state of affairs, characterising it as “the worst of all worlds.” He noted that while the number of EHCPs is rising, the quality of support for children remains inconsistent. “We still have a system that is characterised by conflict,” he stated, underscoring the need for a comprehensive review and reform of the existing framework.
Closing the Attainment Gap
In addition to SEND reforms, the government aims to halve the attainment gap between disadvantaged pupils and their peers by the time children born in this Parliament complete secondary education. This initiative will involve changes in how funding is allocated to schools catering to disadvantaged backgrounds.
Recent statistics reveal that the disadvantage gap index for Year 11 students has widened to 3.94, the highest in a decade, following a post-pandemic increase. The government’s strategies will need to effectively address these disparities while ensuring that SEND provisions remain robust and effective.
Why it Matters
The upcoming reforms to the SEND system represent a critical juncture for the education of vulnerable children in England. As the government seeks to balance fiscal responsibility with the urgent need for improved support structures, the voices of parents and educators will be pivotal in shaping a system that truly meets the diverse needs of all learners. The stakes are high; ensuring that no child is left behind demands not just policy changes but a commitment to meaningful, sustained investment in education for those who require it most.
